Investigation And Research On The Present Situation Of Physical Education Teachers’ Teaching Reflection

Physical education curriculum is constantly deepening the reform,teachers as the main body of reform,is the ideal curriculum into a reality of the carrier.The Outline of Curriculum Reform of Basic Education emphasizes the analysis and reflection of teachers’ teaching behavior,and the ability of reflection is one of the necessary abilities in teachers’ professional development.The professional development of teachers needs the strong support of the Reflection Theory.On the basis of clarifying the theoretical structure of PE teachers’ teaching reflection,this study develops and applies a tool to investigate the situation of PE teachers’ teaching reflection in primary and secondary schools,discusses the factors affecting PE teachers’ teaching reflection,and gives corresponding suggestions to improve PE teachers’ teaching reflection in combination with the actual situation of the survey.Based on this,this study mainly solves the following questions:(1)What is the theoretical structure of PE teachers’ teaching reflection?(2)What is the status quo of PE teachers’ teaching reflection?(3)What factors influence teachers’ thinking about teaching PE?(4)Is there an interaction between the internal structures of PE teachers’ teaching reflections?(5)Given the current situation of reflection,what more needs to be done to improve physical education teachers’ teaching reflection?First of all,through the method of literature,the author clarifies why physical education teachers need teaching reflection from three aspects: the demand of curriculum reform and advocacy,the demand of teachers’ professional development and the situation of physical education teachers’ reflection on practice.Secondly,by theorizing and developing the survey tool of PE teachers’ teaching reflection,the paper clarifies the structure of PE teachers’ teaching reflection.Finally,by means of the questionnaire of PE teachers’ teaching reflection in primary and secondary schools,the status quo and influencing factors of PE teachers’ teaching reflection in primary and secondary schools are revealed through data statistics and analysis,and relevant suggestions are provided for the development of PE teachers’ teaching reflection ability.This study obtained the following conclusions through theoretical combing,questionnaire preparation,survey implementation and mathematical and statistical analysis:(1)The teaching reflection structure of physical education teachers consists of reflection tendency,reflection content,reflection mode and reflection level.(2)There are still some problems with the current state of PE teachers’ reflective teaching.The reflection content is mainly concentrated in classroom teaching,the reflection method is not diversified,and the reflection cognition and consciousness need to be strengthened.Few teachers reach the level of critical reflection.(3)The teaching reflection of PE teachers with different backgrounds is different.Physical education teachers with different educational background,professional title,teaching years and teaching period have differences in teaching reflection content and reflection tendency,and there is no significant difference in the selection and use of reflection methods.(4)The degree of correlation between individual,school and social factors and PE teachers’ teaching reflection is different.There is no significant correlation between personal factors and the content and method of teaching reflection structure,but there is a low correlation between personal factors and reflection tendency.And school factors have a certain degree of correlation with the content,method and tendency of reflection.Social factors are weakly correlated with the content and tendency of teaching reflection,but not with the method of reflection.