Research On The Teaching Speech Behavior Of Senior School Physical Education Teacher ——Based On The Video Observation Of "One Teacher,One Excellent Class" Ministerial-level Excellent Class

Class is the main front of education,teaching is the process of cognitive activities and emotional communication between teachers and students in face-to-face teaching and learning,and teaching speech act is the most basic and most important communication method in teaching.With the continuous deepening of the reform of Senior school physical education and health curriculum,teaching speech behaviors have been paid more and more attention by experts,scholars and front-line teachers in the field of physical education.It is necessary to conduct a more in-depth study on the teaching speech behavior of Senior school physical education teachers.This research mainly adopts the method of literature,classroom observation and mathematical statistics.The research object is the teaching speech behavior of Senior school physical education teachers.From 2015 to 2019,a total of Senior school physical education and health ministerial-level excellent courses were selected.Section 75 is an observation sample,using the STOP assessment tool to reveal the characteristics of Senior school physical education teachers' teaching speech behavior and analyze its causes,compare the differences in teaching speech behaviors of different types of Senior school physical education teachers,and analyze its causes,and analyze the impact of Senior school teachers' teaching speech behaviors on physical education class.Influence mechanism of student participation level.The main conclusions of the study are as follows:(1)About half of the teaching speech acts in each Senior school physical education class are declarative behaviors,among which the declarative behaviors for the class account for more than 80%,and the sports density in the physical education class is lower than about 75% of the requirements in the new curriculum standard.(2)The negative feedback behavior of physical education teachers on motor skills has a negative and direct impact on the participation level of students in high school PE classrooms.The number of negative feedback behaviors of male teachers on students' motor skills and social behavior is significantly higher than that of female teachers,especially the general Negative feedback behavior.(3)The group-oriented feedback behavior of physical education teachers has a positive and direct impact on the participation level of students in high school physical education classes,but the number of physical education teachers' group-oriented feedback behaviors is significantly less than that of class-oriented and individual-oriented feedback behaviors.Track and field physical education teachers The frequency of group-oriented feedback behavior is significantly higher than that of ball and gymnastics teachers.(4)Physical education teachers' targeted feedback behaviors on motor skills have a positive and direct impact on the participation of high school students in physical education classrooms.The number of physical education teachers' targeted feedback behaviors on motor skills under the new curriculum standard is significantly higher than that under the 2011 version of the curriculum standard.Physical Education Teacher.In response to the above four research conclusions,the following three targeted recommendations are put forward:(1)In order to increase the density of sports in Senior school physical education classes,one is to reduce the statement behavior when students are collectively paused,and use group-oriented and individual-oriented statement behavior in the process of other students' learning and practice,or use the behavior of students during tour guidance.The second is to control the time of concentrated teaching,and avoid frequent changes of formations,which may lead to interruptions in the process of students' learning and training.(2)In order to improve the teaching effect of Senior school physical education teachers' feedback behaviors,one is to provide targeted feedback that is beneficial to students to improve subsequent motor skills performance;the other is to replace negative feedback behaviors with targeted corrective feedback behaviors,when necessary.It can also be combined with positive feedback behaviors to reduce speech.(3)In order to rationally use the teaching organization form of group learning,one is to increase group-oriented presentation behaviors by creating a learning situation that requires group cooperation;The third is to give group students more targeted feedback on social behavior,so that they can understand the correct behavioral norms in physical education class.