Research On The Design Of Physical Education Classroom Teaching Based On The Effect Of Emotional Filling Deficiency

With the rapid development of China's economy and the change of urban and rural structure,the number of rural migrant workers is increasing year by year.A special group "left behind children" and its social problems are becoming more and more prominent.The lack of parent-child relationship has a great impact on the emotion of left behind children,which will be accompanied by children's life.How to make up for and replace the lack of "left behind children" by means of education and social support is particularly necessary and important for the current social stability,family harmony and the cultivation of teenagers' personality.As a special way of classroom organization,physical education classroom teaching plays a positive role in promoting the emotional cultivation,personality formation and physical and mental development of young people,especially in compensating the emotional deficiency of left behind children.Based on this,in order to explore the emotional compensation effect of physical education curriculum on the left behind children in rural areas,it is of great theoretical and practical value to excavate and optimize the design of physical education classroom teaching from the perspective of emotional compensation in order to alleviate and deal with the problem of emotional loss of left behind children.The research uses the Literature method,Interview method,Field observation method,Case study method and Logical analysis method to take 20 left-behind children in the left-behind children's school as the research object.Through a 54-week follow-up survey,in the early stage to grasp the current status of the development of sports in rural primary and secondary schools in CH Township.Based on a full understanding of the current situation of emotional deficits of 20 left-behind children in left-behind children's schools,the middle-term design and implementation of 8-week physical education in the classroom,followed by a 10-week follow-up survey to analyze the emotional changes of left-behind children participating in physical education.The research shows:(1)Through 36 weeks of on-campus participation,20 left-behind children were found to have emotional problems due to lack of parental companionship.The main manifestations are: lack of security,sense of belonging,sense of value and morality.The lack of emotion has a certain negative impact on left-behind children,mainly manifested as: emotional communication disorder,decreased desire to learn,varying degrees of psychological tendencies and daily behavioral anomie.(2)After 8 weeks of implementation of the physical education classroom teaching design,it was found that the targeted physical education classroom teaching design with "emotional complement" as the basic concept has a certain role in promoting and weakening the emotional deficit of left-behind children.(3)After 10 weeks of follow-up investigation,it is found that left-behind children have improved in emotional communication,learning and adaptability;physical education classroom teaching design has a significant role in building self-confidence,eliminating inferiority,and correcting individual behavior;some left behind Children also need to continue to give high attention and active guidance.According to the research results,the following suggestions are made:(1)Schools should pay attention to physical education courses and emotional education of left-behind children in rural areas.(2)Promote the establishment of emotions among "teacher-student-parent".(3)Strengthen the construction of campus sports culture and create an emotional education atmosphere.