An Empirical Study On The Implementation Effect Of The "Interesting Primary School Physical Education" Curriculum In Shanghai By Using SOFIT

After experiencing the development of the "high school sports specialization" curriculum reform,the reform methods and curriculum concepts tend to be more mature.In May 2015,the Shanghai Education Commission launched the reform of the "interest-based" curriculum reform of primary schools in Shanghai.prelude.The 19 th National Congress of the Communist Party of China put forward the requirements to strengthen education of socialist core values and improve the overall quality of the people.At the basic education stage,the implementation of the "Primary School Sports Interest" curriculum reform is to cultivate students' healthy bodies,establish a physical exercise attitude,and develop students An important measure for core sports literacy.The implementation of the "Primary School Sports Interesting" course reform in Shanghai focuses on the physical and mental health of students as the main development goals and focuses on improving the core literacy of students.The implementation of the "Primary School Sports Interesting" curriculum reform in Shanghai marks that the students' sports interest has begun to receive attention,and emphasizes that the curriculum reform must promote students to change from "to learn" to "want to learn."At this stage,efficient curriculum evaluation has a significant role in the long-term development of basic education curriculum reform.The transformation of traditional physical education classroom teaching methods will inevitably require the innovation of physical education classroom teaching evaluation methods to meet the needs of "primary sports interest" curriculum reform..At the same time,the reform of the "Primary School Sports Interesting" curriculum requires a systematic,scientific,and effective evaluation from two aspects: the quality of physical education of physical education teachers and the process and results of physical education of students.Traditional sports classroom research has its own emphasis,and it is impossible to comprehensively evaluate the quality of physical education teachers' physical education classrooms and the status quo of students' physical learning processes.The observation rules of the SOFIT system just make up for the weakness of the evaluation of the "primary sports interest" curriculum reform in Shanghai.Its evaluation dimensions are divided into three aspects: the role of physical education teachers in promoting behavior,student behavior activities,and the physical educationclassroom environment.It meets the needs of the reform and evaluation of the "Primary Sports Interest" curriculum in Shanghai.Therefore,in this thesis,after a lot of collection and reading of related research on the SOFIT system observation method,the system observation method is used to use the SOFIT system observation tools to implement the reform of the first batch of pilot schools in Shanghai that implement the "Primary School Sports Interest" curriculum reform Observe the physical education classroom and feedback the analysis results to the physical education teachers to improve the quality of physical education classroom teaching.found in study:The proportion of time spent lying down during the general intensity activities of students is 0,and the average value of the proportion of sitting behavior to the total class time reached 11.55%,and the standard deviation is higher than this observation,indicating that the There is a large difference in sitting behavior among students in physical education.The observation data of lying and standing behaviors show that students can reach a higher level of sports participation;1.The proportion of time spent lying down during the general intensity activities of students is 0,and the average value of the proportion of sitting behavior to the total class time reached 11.55%,and the standard deviation is higher than this observation,indicating that the difference There is a large difference in sitting behavior between students in physical education.Observation data of lying and standing behaviors show that students' sports participation can reach a higher level.2.The average value of physical education teachers' classroom management time accounted for 16.46% of the total “interested” physical education classroom time,which well met the standard of 15% to 20% of physical education classroom teacher management time in BTPS.The setting of physical education teacher's classroom management time is more reasonable in the course reform.The proportion of physical education teacher's behavior in the time dimension of knowledge explanation is12.21%,which is slightly higher than the standard of 10% of the physical education teacher's knowledge explanation time in BTPS;3.The proportion of student's MVPA sports participation in the total class time reached 57.48%,which reached the standard that BTPS middle school students' MVPA sports time should not be less than 50% of the total class time,and it could also meet the Shanghai "primary school sports interest" class Medium and high-intensity activities cannot be lower than the goal of 50% of the whole class time,which can effectively ensure the exercise time and amount of exercise for students,promote the healthy development of students,and effectively enhance students' physical fitness;4.The average physical exercise time of students set by physical education teachers accounts for 21.36% of the total class time,the average average time of students' ability to practice activities accounts for 21.56% of the total class time,and the proportion of playful activities accounts for 20.58% of the total class time Both can reach the standard of 20% of physical activity,skills and game activities in BTPS,the time is reasonable,and other free activities are 6.83%,which is greater than the standard of 6% of BTPS free activities in the whole class time.