Theoretical And Empirical Research On Effective Interaction Of Physical Education Class In The Middle School

The effective interaction of physical education class in the middle school means in the special situation of physical education class, in order to achieve the teaching objectives, teachers and students obey teaching rules of physical education class in the middle school by means of verbal and non-verbal signs, resulting various forms, qualities, degrees and positive interaction and influence, realizing anticipative teaching objectives, promoting development of students in an all-around way, and finally teaching would benefits teachers as well as students. The effectiveness is mainly represented by the degrees of involvement and development. The following methods are used to accomplish the theoretical and empirical research on effective interaction of physical education class in the middle school:literature consultation, interview, Delphi, questionnaire investigation, education observation, video analysis, case study and mathematical statistics. Presented as followings are conclusions of the research:Firstly, the meanings of effective interaction of physical education class in the middle school contain following layers of meanings:from the point of situation, effective interaction takes place on the special situation of open type physical education class in the middle school; from the point of subject, effective interaction mainly includes interpersonal interaction between teachers and students and between students. Teachers and students enjoy the equal and harmonious inter-subjectivity; from the point of objectives, effective interaction mainly includes four objectives as students’sports and health knowledge, sports involvement, physical health, psychological health and social adaptation; from the point of process, effective interaction not only presents various forms, scientific content, reasonable technique and generative process of interaction, but also the attitude, breadth and depth of involvement of subjects of interaction; from the point of results, effective interaction mainly includes enhancing students’developments of above4fields, teaching benefits teachers as well as students and achieving the teaching objectives of physical education class.Secondly, the multidisciplinary theoretical basis of effective interaction of physical education class in the middle school contains the following theories:philosophical inter-subjectivity theory; sociological symbolic interaction theory and group dynamic performance theory; psychological constructivism; pedagogical optimum theory on teaching process and effective teaching theory.Thirdly, features of effective interaction of physical education class in the middle school are as followings:coexistence of inter-subjectivity and equity; coexistence of interactivity and consecutiveness; coexistence of construction and instruction; significance of effect of non-verbal behavior and significance of emotion; coexistence of systematization and non-systematization; coexistence of diversity, reasonability and high efficiency; coexistence of elastic presupposition and dynamic generation; coexistence of diversity of interaction effect and timely feedback of information.Fourthly, in order to accomplish this study, the following researches had been done: performing three rounds of investigation and survey about experts of sports science in the whole country and some core physical education class teachers in the famous middle schools and working out assessment indicator system of effective interaction of physical education class which includes4first class indicators,15second class indicators and60third class indicators.Fifthly, through on-site inspection, assessment and statistic analysis, the research results present out the fact that the general condition is not pleased and there are some problems, such as the unbalanced status of interaction subject, namely there are more one-way interaction between subject and object which is featured with "control-obedience", and less two-way interaction between subjects which is featured with "equality-democracy"; the weak of depth of interaction, namely there are more interaction on the superficial layer, and less interaction on the deep layer; the weak of breadth of interaction, namely the range of involvement is quite narrow, the interaction form is short of diversity and interaction is seriously unequal; the boring content of interaction which is not close with experience of life so that the interaction could not attract students; the routinization of interaction process which lacks the ability of dealing with the generative events, discovering and using the valuable generative resource and the reflection of problems. As the3dimensions and60three class indicators, the research studies the specific differences between middle schools with elective course and with non elective course, between middle schools in the city and in the country, between teachers with full experience and with little experience.Sixthly, the research provides with the influence elements of effective interaction of physical education class in the middle school including30influence elements from the following4dimensions, namely physical education teachers, students, interaction content and interaction environmentSeventhly, the research includes the discussion of strategies of improving effective interaction of physical education class in the middle school, such as security strategy, design strategy, implementation strategy and reflection strategy.