Research On The Classroom Teaching Behavior Of Track And Field Teachers In Physical Education Major From The Perspective Of Core Literacy

In 2013,Mr.Lin Chongde,a professor of Beijing Normal University,was commissioned by the Ministry of education to take the lead in organizing "Research on the overall framework of students' core literacy in basic education and higher education in China".Since then,the research on "core literacy" has been in an endless stream."The goal of cultivating the core literacy talents" and "the framework of the core literacy of the students' Physical Education" have followed.It has become a hot spot of research in the related fields.Track and field is the mother of sports and is the basis for athletes to improve their sports performance.It can effectively develop the body's strength,speed,endurance,sensitivity and other physical qualities.This means that without good physical fitness such as running,jumping,and casting in track and field,the sports performance of other projects is more difficult to improve,and the goal of "core literacy" talents is difficult to achieve.Therefore,Track and field teachers of physical education major play an indispensible role in the process of implementing the core literacy education concept and realizing the goal of cultivating core literacy talents;in fact,the way of this role is mainly reflected in the classroom teaching behavior of track and field courses.In short,the classroom teaching behavior of athletics professional track and field teachers affects the efficiency and quality of track and field teaching,and further affects the implementation and application of the core literacy education concept in the track and field classes,thus affecting the "core literacy" talents to a certain extent.Therefore,it is of great significance to study the classroom teaching behavior of track and field teachers in physical education major.From the course of teachers' professional development,the development of teachers generally has to experience the stage of novice,familiar and expert.Because of the difference of teaching age,experience,experience and so on,the differences between the three types of teachers' classroom teaching behavior have been confirmed in other disciplines.Therefore,this paper,under the enlightenment,makes a comparative study of the classroom teaching behavior of three types of track and field teachers in the field of physical education,aiming to find the advantages of the classroom teaching behavior of all types of track and field teachers,and then put forward the strategies to optimize the classroom teaching behavior of various types of track and field teachers,and to accelerate the sports teaching.It is of great significance to develop professional track and field teachers and promote the development of core literacy talents.On the basis of the definition of Leinhart and Brandt,Stenberg,Lian Rong and others to the novice,familiar and expert teachers,according to the actual situation of the professional title of the university teachers in our country,the teachers who have the teaching age for 16 years and have the associate professors or professorship titles are called the professional teachers of this profession;the teaching age is less than or equal to 4 years' work.Years of teaching assistants are novice teachers.Among the two teachers,teachers are called proficient teachers.This article is based on the core literacy of physical education and field teachers in the classroom teaching behavior as the research object,among them,the national range of college physical education professional track and field teachers as the subject of this paper.Using the methods of documents,interviews,observations,questionnaires,mathematical statistics and logical analysis,this paper makes a study and analysis of this paper,discusses the classroom teaching behavior of athletics teachers under the view of core literacy and constructs the concept of core literacy education in the classroom teaching of track and field teachers.For to SEM.The specific content of the research is the cognitive and classroom teaching behavior of the different types of track and field teachers in the field of physical education,and the comparative study of the classroom teaching behavior of the different sex track and field teachers in sports education and the construction of the SEM of the professional track and field teachers.The specific results of the study are as follows:(1)The three types of track and field teachers in the major of sports education have good cognition on the concept of core literacy education,which are in turn the proficient teacher,the expert teachers and the novice teachers,and there is no difference between the three.(2)From the various dimensions of the pre class design behavior and the teaching behavior in the course,there are differences or even significant differences between the three types of track and field teachers in the sports education major,but there is no difference between the three in the whole.In short,the performance of the three types of track and field teachers' pre class design behavior and the teaching behavior in the course of physical education major is better than the expert type better than the novice type.(3)In terms of the overall angle and the specific angle,the three types of track and field teachers' reflective behavior after class have good performance and no difference.From the overall perspective,the three players have the best behavior of after-school reflection,followed by novice track and field teachers.(4)Influenced by the cognition of core literacy,the performance of the male novice and expert teachers in physical education is better than that of the women,while the proficient teacher are the opposite.But the same is that there is no difference between male and female teachers.(5)The construction of SEM fully confirms the feasibility of the research method for the study of teachers' classroom teaching behavior,and shows the path and factor load between the observation variables and the latent variables included in the cognitive and classroom teaching behavior.Through the above research,through the improvement of the overall and specific strategies for the classroom teaching behavior of the athletics professional track and field teachers,it is beneficial for the physical education professional track and field teachers to carry out the core literacy education concept in the classroom teaching,promote the training of the "core literacy" talents and the professional development of the teachers.