A Study On The Learning Situation Of Elementary And Secondary School P.E. Teachers In Kaifeng City

In an age which promotes lifelong learning, learning society construction and educational reform,teachers’ professional development draws great attention in recent years. Teacher’s learning, as afoundation and precondition of teachers’ professional development, also attract great attention from theeducational sector. P.E. teachers of elementary schools and secondary schools, who shoulder theresponsibility of the all-round development of students’ physical and psychological health, also gain publicattention gradually. Based on the basic principles of ecology like ecological system, ecological balance, etc.,education ecology is a science which studies the interrelations and mechanisms of various educationalphenomena and the surrounding environment which influences education. This paper conducts a researchon the learning status quo of elementary and secondary school P.E. teachers according to the theories ofeducation ecology, in the hope of finding the factors that influence the further learning of elementary andsecondary school P.E. teachers, so as to promote the professional development of elementary and secondaryP.E. teachers.This paper conducts detailed research and analysis on the learning situation of98elementary andsecondary P.E. teachers in the urban area of Kaifeng City in the way of questionnaire. The research coversareas including the understanding, motives, time, contents, methods, support, expectations, etc. of teachers’further studying, and reaches the following conclusions:1. The situation of elementary and secondary P.E. teachers in Kaifeng City is positive on an overalllevel. Most teachers hold positive understanding for further learning, and have relatively clear motives forstudy. Yet there are a small portion of teachers who are lacking the initiatives in learning, whose motivesfor study are mainly due to external pressure from the school. They don’t pursue further study if the schooldoesn’t require so.2. In terms of time arrangement for learning, P.E. teachers on the whole spend too little time on it,which may have close relationship with teachers’ heavy workload. A great part of teachers stress that theycannot find time to study because of busy work.3. P.E. teachers decide what to learn and how to learn depending on their own circumstances. The content of their study focuses mainly on special knowledge and techniques, new standards for P.E. classes,the knowledge and techniques of new sports and so on. The ways of learning mainly include: peerinterchanges, reading, and expert lectures.4. The support that elementary and secondary school P.E. teachers get are mainly from their family,school leaders, and their own teachers. Fewer learning opportunities provided by the school and the heavyworkload of teachers are the main factors hindering the learning of teachers.5. There is still a big gap between the status quo and the expectation of the learning of elementary andsecondary P.E. teachers. Teachers hope that time can be specially arranged for learning everyday or everyweek. Competition organization and judging ability is one of the things teachers wish to learn. Besidesexpert lectures, teachers are more inclined to learn by watching and further studying. They want to get thesupport from the school the most.6. The factor that restricts the learning of elementary and secondary school P.E. teachers is externalenvironmental support. Teachers’ own understanding and motives for learning mostly promotes them tolearn. The heavy workload of P.E. teachers which exceeds what they can take will affect P.E. teachers’efficiency to study and work. The limitations of the school’s learning environment will produce flowerpotseffect to teachers’ learning. The overall effect doesn’t play well, the competition mechanism andco-evolution needs further development, and the virtuous circle of education ecology needs to be furtherimproved.