Research On The Characteristics Of Teaching Speech Feedback Of Football Physical Education Teachers In Primary Schools In Chengdu And Shanghai From The Perspective Of Speech Act Theory

"The core of educational reform lies in curriculum reform,the core of curriculum reform lies in classroom reform,and the core of classroom reform lies in Teachers' professional development." The development of teachers' professional ability has been paid more and more attention by experts,scholars and front-line teachers at home and abroad.As one of the important factors reflecting the teaching ability of physical education teachers,the in-depth study of teaching language feedback is beneficial to strengthen the awareness of teaching language feedback of physical education teachers and standardize the classroom teaching language of physical education teachers,so as to improve the teaching ability and professional level of physical education teachers,and then better achieve the curriculum objectives.This study mainly takes the methods of literature,systematic observation and mathematical statistics as the main research methods,takes the classroom teaching speech feedback of primary school football and physical education teachers as the research object,and the observation object is the teaching video of football and physical education in grade 2 of primary schools in Chengdu and Shanghai.A total of40 teaching videos of "360 national campus Football Teaching Demonstration Courses" taken by the Ministry of education in 2018 are selected as the observation samples,using the stop observation tool,Based on speech act theory,this paper analyzes the similarities and differences and causes of teaching speech feedback of primary school football physical education teachers in Chengdu and Shanghai,reveals the characteristics and causes of different teaching speech feedback dimensions,compares the characteristics and causes of teachers' teaching speech feedback in different types of physical education classes.The main conclusions are as follows:(1)The frequency of feedback given by primary school football PE teachers in Chengdu to students' motor skills teaching is higher than that in Shanghai,of which the feedback on general positive motor skills accounts for about 70%,and the feedback on targeted corrective motor skills accounts for about 10%;teachers' different teaching languages The proportion of feedback types is uneven.(2)The frequency of verbal feedback given by primary school football and physical education teachers in Shanghai is higher than that in Chengdu,among which general positive social behavior feedback is the main one,accounting for about 85%;the proportion of teachers' verbal feedback in classroom teaching is inconsistent.(3)Football physical education teachers in primary schools in Chengdu and Shanghai mainly give feedback on teaching language,accounting for about 65% of the whole class,which is a single indoctrination and cramming classroom teaching.There are gaps in the learning model of,cooperation and inquiry".(4)Based on speech act theory,illocutionary acts will have a greater impact on illocutionary acts.The performance of illocutionary behaviors in the teaching verbal feedback of primary school football physical education teachers in Chengdu and Shanghai is relatively simple,and they are mainly simple and vague words,which leads to the classroom teaching effect brought by their illocutionary behaviors needs to be further improved.Based on the above four research conclusions,the author makes the following four targeted suggestions:(1)The frequency of feedback given by primary school football PE teachers in Chengdu to students' motor skills teaching is higher than that in Shanghai,of which the feedback on general positive motor skills accounts for about 70%,and the feedback on targeted corrective motor skills accounts for about 10%;teachers' different teaching languages The proportion of feedback types is uneven.(2)In order to improve the teaching effect of the teaching speech feedback of the primary school football PE teachers in the two places,based on the speech act theory,teachers should strengthen their own language cultivation,improve the standardization,logic and structure of their teaching language,and strengthen the language in teaching language.The first is to give students targeted teaching verbal feedback that is beneficial to improving the performance of wrong motor skills and praising students.The use of vague general teaching verbal feedback should be appropriately reduced;the second is to use targeted corrective verbal feedback as much as possible.Instead of negative verbal feedback,it can be used in conjunction with positive verbal feedback if necessary.(3)Based on the core literacy of the discipline,physical education teachers in the two places should strengthen the teaching verbal feedback on the students' athletic ability,healthy behavior and core literacy of sports morality in the teaching in combination with specific teaching situations,and should give feedback on the weaker teaching verbal feedback to the students.More attention from physical education teachers.(4)Based on speech act theory,illocutionary acts have a great impact on post speech acts.The illocutionary behavior of football physical education teachers in primary schools in Chengdu and Shanghai is relatively single,mainly in simple and vague words.