A Study On The Structural Element Of Physical Education Learning Power Of High School Students

The viewpoint of training qualified personnel has paid more attention on the comprehensive and sustainable development of students since the 21th Century,making students learn to study learn also has become one of the most important things that educational reform concerns.Learning power revealed the intrinsic mechanism of learning how to learn and became a core competence of students who adapt to social development.The research trends of exploration and practice of discipline learning power,and some researches indicated that learning power has the disciplinary characteristics and varies in stage of learning,but there are very few research on physical education learning Power.The high school education is a key process for students to promote their cognitive and affective development,also is an important period to cultivate and improve their learning power.This paper will explore the mechanism of the efficient learning,on the concept and structural elements of physical education learning power,its aim is to provide theoretical basis for improving the students’learning efficiency and tearchers’teaching strategies.There are three researches.First,based on the theories of learning power and motor learning,obtained concrete targets in learning behavior that affect the efficiency of high school students’motor learning through 12 P.E.teachers’interviews and a total of 260 high school students participated the study by open questionnaire.Then,the paper designed a 101 items initial scale of physical education learning power of high school students after expert assessment;Second,the formal scale with74 items was defined by item analysis and exploratory factors’analysis with the different level of high school student samples(n=342),and built three hypothesis models;Third,this research mainly used confirmatory factor analysis and reliability test to confirm structural model based on high school student samples(n=400).There are conclusions showed that:(1)The components of nine dimensions of physical education learning power,including information processing ability,attention,self-correction and self-regulation,self-regulated Learning,self-reflection,the ability to reciprocate questions,sports consciousness,willpower and enterprise,learning motivation.(2)Physical education learning power of high school student and other intellect--ual discipline learning power in the structural elements have both similarities and diversification,which mainly reflects in the following three aspects:Firstly,compared with other intellectual discipline learning power,the structural elements of Physical education learning power of high school student increased some dimensions,including information processing ability,attention and sports conscious--ness.Information processing ability mainly emphasized the cognitive process invoved in movement imagery,sensory perception,memorization,etc,which promoted the migration and conversion of students’sports knowledge and motor skill.Attention includes not only the general processes but the strategy of selective attention as well.Those students influenced by having a better understanding about the functions and values of physical education,sports consciousness were mentioned during intensive interviews.Secondly,the dimension of self-correction and self-regulation was different from the error-correcting ability of intellectual disciplines,it emphasized that students can realize and control their errors in motor learning by self-perception or directly asking the other teachers and students.From the stage of the forming of motor skill,there is a marked difference between learning power of physical education and other disciplines,self-assessment was almost ineffective before forming the correct concepts and movement imagery,for most beginners,it is necessary that they should gain more informations by teachers’further explanations and demenstrations.Thirdly,self-regulated learning,the ability to reciprocate questions,willpower and enterprise and learning motivation were similar to others.(3)Confirmatory factor analysis demonstrated that the model’s fit index reached statistical requirements(χ~2/df=2.069,p=.000,RMSEA=.052,GFI=.901,NFI=.921,IFI=.957,TLI=.947,CFI=.957).The total scale’s cronbach coefficient was 0.968,and various dimensions were ranged from 0.732-0.906.The total test-retest reliability was0.931,and various dimensions were ranged from 0.712-0.909.Which indicated that the reliability and validity of this formal scale was satisfactory,it can be an instrument that could assessment high school students’learning efficiency of physical education.