Research On The Teaching Behavior Of High School Physical Education Teachers From The Perspective Of Subject Core Literacy

With the core literacy constantly rooted in the hearts of the people,the cultivation of all-round development of socialist successors and builders has become an important goal of China's talent training and the development of socialist education with Chinese characteristics.The development of students' core literacy is in line with this point,which promotes China's basic education from the era of knowledge-based to the era of core literacy.Although the core quality concept of physical education is deepening,there are still differences in Teachers' understanding in the actual teaching process and curriculum practice.The exam oriented education is still high,and the advanced teaching concepts and measures are difficult to be implemented in the actual teaching process.If the professional quality and professional ability of high school physical education teachers are not improved,it is likely to affect the teaching quality.Therefore,it is necessary to understand the behavior of high school physical education teachers in teaching practice,the existing problems,and take it as the starting point to improve the teaching behavior of physical education teachers,so as to better improve teachers' professional quality and ability,and provide reference theory and experience for high school physical education teaching.This study uses the method of literature data,questionnaire survey,interview,field investigation and mathematical statistics to investigate the teaching behaviors of senior high school PE teachers in Ningbo from the perspective of the core literacy of the subject.It mainly surveys 136 PE teachers in 14 schools.And 400 students were randomly selected to conduct an investigation,and the following conclusions were drawn:1.More than half of the physical education teachers who understand the core literacy of the subject to a certain extent,and believe that it is necessary to develop and implement the core literacy of the subject,but many(56.6%)of the physical education teachers are worried about the curriculum reform;the vast majority(80.8%)of high schools Physical education teachers believe that the core literacy of the subject affects their teaching behavior.2.There are great differences in the degree of understanding of the core literacy of the physical education teachers and the cognition of the necessity of the requirements of different educational backgrounds.The more highly educated you are,the more you understand the core literacy of the subject,and the more you agree with the necessity of the core literacy of the subject.3.In the pre-class preparation behavior of high school physical education teachers,many physical education teachers(44.9%)think that it is difficult to grasp the development of students at all levels when preparing lessons.Most teachers will arrange venues and equipment in advance and think carefully about teaching links and teaching methods;teaching goals Most of them can start from the three-dimensional goal,but the goal is separated from reality in the implementation process;most of the selection of teaching content is based on reality.The number of people who choose teaching conditions is the largest(35.3%),followed by student interests.(30.9%),the least led by core literacy(8.1%).4.In the teaching process,most physical education teachers' explanations and demonstrations are reasonable,which is affirmed by most students;although the guidance and practice methods used are diverse,the content of the methods is not novel;The interaction between students is good,but the content of the exchange is basically meaningless;the post-class summary method is developing in a diversified direction.5.There is still a gap between the post-class reflection behavior of physical education teachers and the core literacy of physical education.Although most teachers have a sense of introspection,the introspection angle of teachers is often unique and single,and the reflection on teaching is not deep enough and needs to be strengthened..Through investigation and research,it is found that the main problems in the teaching behavior of high school physical education teachers in Yinzhou District,Ningbo City are: first,the teaching goals and content design are relatively out of touch;second,the teacher's explanation and prompting methods are relatively irregular;the third is the relative teaching discussion and evaluation methods Single;Fourth,the reflection behavior is single and formal.In response to the above problems,this article proposes four improvement strategies: First,the teaching content is adapted to the teaching goals.Under the goal of the core literacy of the subject,the teaching content should be selected according to the physical education syllabus and progress as well as the students' interests and hobbies,and the whole class should be arranged.The second is to use the explanation and prompt method reasonably.The physical education teacher's action explanation and prompt gestures have a clear purpose,choose the appropriate explanation position,the action should be accurate and generous,and the speed should be selected according to the difficulty of the technical action.Explain by comparing wrong actions and correct actions;third,establish a diversified evaluation method,so as to move from summative "pointing" to extendable "value-added",with the purpose of promoting students' development and transformation;fourth,focus on multi-faceted The angle and frequency of reflection,the school provides opportunities for communication as much as possible,so that physical education teachers can develop the habit of summarizing and reflecting once in each lesson and looking at problems from multiple angles.