Research On Practical Knowledge Status And Influencing Factors Of New Pe Teachers In Zhaotong Junior Middle School Of Yunnan Province

At present,the PE curriculum reform in each region is gradually deepened,and the proportion of PE in the evaluation of students is gradually increased.In this context,the new junior middle school physical education teachers work ability and level of higher requirements and challenges,and physical education is a subject pay attention to practice and operation,should pay more attention to the accumulation of practical knowledge.Based on this,research methods and means such as literature,questionnaire and interview are adopted to ensure the efficiency and progress of the overall research.Through constructing the theoretical framework of practical knowledge of new PE teachers in junior middle schools,this paper probes into the current situation and influencing factors of practical knowledge of new PE teachers in junior middle schools in Zhaotong city through questionnaire survey of 240 new PE teachers in junior middle schools in Zhaotong City.In qualitative analysis phase and set up the interview outline,selected the three junior high school physical education teachers for the new interview object,through semi-structured interviews,further to explore the formation of the junior middle school’s new sports teacher’s practical knowledge and influence factors,and put forward development countermeasure,aims to shorten the junior middle school’s new sports teacher growth period,increase the zhaotong city junior high school,the new physical education teachers team construction.The results are as follows:(1)The overall composition of practical knowledge of new PE teachers in Zhaotong Middle school is above the average level,and the overall situation is good.It shows that the new physical education teachers attach more importance to the development of practical knowledge,but there are still some problems in the six aspects of practical knowledge,which need to promote the development of practical knowledge.(2)There is no significant difference in the practical knowledge of new PHYSICAL education teachers with different teaching ages,majors and schools in different regions,but there is a significant difference in the practical knowledge of new physical education teachers with different genders,different educational backgrounds,different schools of graduation and different understanding of practical knowledge before the survey.(3)Using factor analysis method,through factor analysis of 19 influencing factors,the extracted three common factors are named as teacher’s personal factor,environmental factor and interpersonal factor.Teachers’ personal factors are the important internal factors affecting teachers’ practical knowledge,while teaching reflection is the important internal factors affecting teachers’ practical knowledge,and is the driving factor of their practical knowledge accumulation.Environmental factors are the most important external factors affecting teachers’ practical knowledge.Interpersonal factors play a positive role in promoting teachers’ practical knowledge.(4)In view of the factors affect the practical knowledge of new PE teachers in Zhaotong middle schools,the main strategies for promoting the development of practical knowledge of new PE teachers in Zhaotong middle schools are put forward from the personal,environmental and interpersonal perspectives.