A Study On The Role Expectation Of Middle School Students In Longzhou, Guangxi

Research purposes: As an important strategy of national education development,physical education support promotes the balanced development of sports in schools in the east and west.However,with the in-depth advancement of the teaching support strategy and the rapid development of modern information technology,the students in the teaching support areas have higher and higher expectations for sports teaching support.In this context,comprehensively and accurately grasping students’ role expectations for physical education teachers is conducive to accurately promoting the sustainable development of physical education.Therefore,this paper takes the students of four middle schools in Longzhou,Guangxi as the object of investigation,and conducts a sampling survey and analysis around their expectations of the role of physical education teachers.The research idea is to design an interview outline and an open-ended questionnaire,and initially design a questionnaire with 44 items in six dimensions.After the initial questionnaire was released and recovered,the factor analysis and reliability and validity tests were carried out on the questionnaire using Spss23.0 and Amos24.0,and a formal questionnaire suitable for middle school students in Longzhou,Guangxi was finally determined.The results of the formal questionnaire distribution,recycling,collation and analysis were drawn:Firstly:In general,the overall expectations of Guangxi Longzhou middle school students for physical education teachers are at a high level,of which interpersonal expectations account for the highest proportion,followed by teaching ability expectations,which form a certain tension and motivation for the smooth progress of physical education support teaching.Secondly:In terms of specific types,the order of expectations of middle school students in Longzhou,Guangxi is: teacher-student relationship> personality image>teaching ability> professional ethics> knowledge quality> personal image,and the expectation of teacher-student relationship and personality image exceeds the teaching ability,indicating the uniqueness of the role expectations of physical education support teachers.Tertiary:The influencing factors of the role expectations of physical education support teachers are significantly different,and there are significant differences in the teaching ability of students in different genders in terms of the expectations of physical education teachers,and in terms of the six types of teacher role expectations,the overall expectations of girls are higher than those of boys.There are significant differences in moral expectations,teaching expectations and interpersonal expectations of students in different school sections for the role of physical education support teachers,and the average expectations of students in the high school section for the role of physical education support teachers are higher than those in the middle school section.The expectations of middle school students in different grades for the role of physical education support teachers are very significant,and the high school students have the highest expectations for the role of physical education support teachers.There are no significant differences in the overall expectations or the types of expectations for the role of physical education teachers in different cultural courses.Physical education learning motivation affects the expectations of middle school students for the role of physical education support teachers,but the degree is not high,and their internal motivation is the main factor affecting it.On this basis,in order to better solve the problems that arise,three targeted suggestions are proposed: Firstly: Strengthen the pre-job training of volunteer teachers and improve the practical ability of role teaching.Secondly: Establish a good teacher-student relationship with local secondary school students.Tertiary: Teach middle school students of different genders,school segments and grades according to their aptitudes to improve students’ interest in physical education.