Research On The Present Situation And Improvement Strategy Of Physical Education Practice Teachers’ Reflective Ability In Anhui Province

Education comes first in national deveiopment.With the development of the new era,the country has put forward higher requirements for the training of educational talents.As well as the implementation of the new curriculum reform,the development of education has increasingly higher requirements for the professional quality of teachers.As is known to all,teaching reflection before and after teaching is an essential step for teachers who want to improve their professional knowledge and teaching skills,no matter what professional subject they are engaged in.In the actual education and teaching activities,because of theparticularity of PE subject,PE teachers`teaching reflection abiliity is particularly important.Every formal physical education teacher has participated in teaching practice activities.Therefore,we need to pay attention to how to improve the teaching reflection ability of physical education practice teachers during the practice activities,make them realize the importance of teaching reflection to their teaching ability and professional development,and actively reflect,adjust and improve.At present,many Chinese scholars’ researches on reflective teaching are mostly focused on the current situation of reflective teaching ability of learning section teachers,subject teachers,or novice teachers,expert teachers and the differences of reflective teaching ability.Among them,there are fewer literatures on reflective teaching ability of PE teachers and fewer literatures on reflective teaching ability of PE practice teachers.This paper investigates and analyzes the current situation of teaching reflective ability of PE practice teachers in Anhui Province in the initial stage and the end stage respectively.Based on the investigation and analysis results of the initial stage and the end stage,it further compares and analyzes the differences in teaching reflective ability of PE practice teachers in the initial stage and the end stage.Therefore,the author puts forward some strategies and suggestions to promote the teaching reflection ability of PE practice teachers.Based on the research of domestic and foreign experts and scholars on the teaching reflective ability of subject teachers,this paper comprehensively uses literature,questionnaire,expert interview,factor analysis and mathematical statistics as the main research methods.The students majoring in physical education in 2019 from the colleges and universities in Anhui Province that will enroll students majoring in physical education in batches are selected as the survey objects.Based on the research results of previous scholars and relevant literature,the scale of reflective teaching ability of physical education teachers is prepared,and the questionnaire of reflective teaching ability of physical education teachers is formulated according to the scale content.In the initial stage and the end stage of the internship,the distribution and recovery were respectively carried out.The first part of the questionnaire is personal information,including name,age,gender,school and internship period.The second part is the main investigation content,respectively from three first-level dimensions: pre-class teaching preparation reflective ability,classroom teaching process reflective ability and after-class teaching result reflective ability.There are eight secondary dimensions: individual teaching preparation reflection ability,others’ teaching experience reflection ability,classroom mobile phone information collection ability,classroom problem finding and analysis ability,classroom action adjustment ability,classroom summary evaluation ability,after-class teaching result reflection ability,after-class persistence reflection ability.This paper investigates the status quo of teaching reflective ability of physical education teachers in Anhui province in the initial stage and the end stage of practice,and uses SPSS software for statistical analysis and analysis of the survey results,and further analyzes the differences between the initial stage and the end stage of physical education teachers’ teaching reflective ability.At the same time,the independent sample T test is conducted on the teaching reflection ability at the initial stage and the end of the internship from eight secondary dimensions: individual reflection ability of teaching preparation,reflection ability of others’ teaching experience,class information collection ability,class ability of finding and analyzing problems,class action adjustment ability,class summary evaluation ability,after-class teaching result reflection ability and after-class persistence reflection ability.There are significant differences in the teaching reflection ability of physical education student teachers in eight secondary dimensions(T1=-46.777,T2=-39.878,T3=-42.498,T4=-31.658,T5=-28.107,T6=-42.205,T7=-39.956,T8=-37.834).That is,his teaching reflection ability has made obvious progress through practice.Based on the above conclusions,this study puts forward the following suggestions and countermeasures on how to improve the teaching reflective ability of PE student teachers:(1)strengthen the publicity and popularization of the importance of teaching reflective ability;(2)To improve the physical education practice teachers on teaching reflection of theoretical knowledge learning;(3)Train PE teachers to form the habit of teaching reflection;(4)To strengthen the specific requirements of physical education teacher teaching reflection;(5)Explore and update the teaching reflection methods of physical education practice teachers.(6)Carry out reflective activities with the characteristics of sports disciplines...