The Relationship Between Junior High School Students' Physical Education Classroom Emotional Experience And Cultural Class Learning Engagement And Learning Procrastination

The report of the 19 th CPC National Congress put forward the implementation of the strategy of healthy China.In order to implement the healthy China action and improve the health level of the whole people,the State Council issued the opinions of the State Council on the implementation of the healthy China action,which clearly put forward the "implementation of the health promotion action in primary and secondary schools",requiring that the physical health status of students be included in the school performance assessment,and physical education be included in the high school academic level test.Middle school is the key period of teenagers' growth and development,and their physical health is directly related to the overall level of national physical quality.However,modern middle school students' physical health is not optimistic due to the influence of school entrance pressure,lifestyle and other factors.This study uses the positive and negative emotion scale(PANAS),middle school students' learning delay scale(PASS)and learning engagement scale(UWES-S)to carry out two studies to investigate and explore three aspects: first,to investigate the emotional experience of junior middle school students in physical education class.Second,test the difference of junior middle school students' emotional experience in physical education classroom in demographic variables;Third,explore the spillover effect of sports classroom emotional experience,that is,the relationship between sports classroom emotional experience and culture class learning investment and learning delay.Provide empirical basis for scientific researchers in relevant fields on the development of individual academic emotion,provide educational practice help to parents and front-line educators,and improve the teaching quality of physical education.Promote the emotional development of teenagers.The results are as follows:Through two studies,the following results are obtained:First,the positive emotion of junior middle school students' physical education classroom is at the upper middle level and the negative emotion is at the lower middle level;Positive emotions are significantly higher than negative emotions,and the typical positive and negative emotional experiences are energetic,enthusiastic,nervous and upset respectively.Second,junior middle school students' emotional experience in physical education classroom has significant differences in gender and whether they have sports interests and hobbies.Third,the results of open questions confirm the results of the scale,and expand the experience of boredom and fatigue in high-frequency physical education.Fourth,there is no significant gender difference in junior middle school students' culture learning delay,and there is a significant gender difference in culture learning investment.Fifthly,the positive emotion of junior middle school students' physical education classroom has a negative predictive effect on the learning delay of culture class and a positive predictive effect on the learning investment of culture class.Sixth,junior middle school students' negative emotions in physical education classroom have a positive predictive effect on culture learning delay and a negative predictive effect on culture learning investment.Seventh,culture learning delay plays an intermediary role between emotional experience and learning investment in physical education classroom.This study concludes that:First,the positive emotion of junior middle school students' physical education classroom is at the upper middle level and the negative emotion is at the lower middle level;Students' positive emotions in physical education class are significantly higher than negative emotions.Second,culture learning delay plays an intermediary role between emotional experience and learning investment in physical education classroom.