Research On Teacher-student Interaction In Junior Middle School Physical Education Teaching Based On Observation Method

Cultivating all-round talents is the core task of colleges and universities,and improving the quality and level of talents training is also the main body of colleges and universities,in the past,teachers paid more attention to "teaching" than to "learning",and teacher-student interaction is an important factor to promote students' learning motivation and participation.Under this background,College Physical Education Curriculum is not limited to "classroom",the teacher-student interaction is an embedded interaction under the view of university learning.As an interactive subject,the Physical Education teacher embeds the students' sports experience.How to make the teacher-student relationship gradually change from teacher-centered to student-centered,how to improve the degree of satisfaction of physical education courses in colleges and universities,how to give full play to physical education courses,how to set up moral and human education concepts,is an urgent problem to be solved at present.In this paper,16 universities,including Shandong University,Ocean University of China,China University of Petroleum,Ludong University,and so on,are selected to study the undergraduates from the first year to the fourth year,by using the methods of literature,Delphi method,questionnaire,interview,mathematical statistics and logical analysis,this paper expounds the theoretical path of self-harvest and satisfaction of College Physical Education Curriculum,this paper puts forward and tests the path hypothesis of the satisfaction degree of College Physical Education Curriculum,constructs the structural equation model of the sense of self-gain and satisfaction degree of College Physical Education Curriculum Students,analyzes it and draws the following conclusions.The results show that:(1)the Path Coefficient of university image to students' expectation is 0.145,which ranks lowest among all the influence validity,and the influence validity is not high,the standardized path Coefficient is 0.211 and 0.201,which ranks low among all the path coefficients.The higher the students' expectation of Pe course,the higher the requirement of pe course quality.(2)the interaction between teachers and students is mainly divided into: the interaction between teachers and students in physical education curriculum,the interaction between teachers andstudents in individual sport experience,the interaction between teachers and students in sports clubs and the interaction between teachers and students in sports competitions,whose importance is 0.851,0.783,0.723 and 0.832 respectively,it can be seen that in the scope of teacher-student interaction,the teacher-student interaction in physical education class has always been dominant,and the teacher-student interaction has a significant impact on the student's physical education learning and development support.The standardized path Coefficient is 0.217,and there are only direct effects,no indirect effects.The teacher-student interaction has significant positive influence on the teacher-student relationship,the standardized path Coefficient is 0.387,the teacher-student interaction has significant positive influence on the student self-harvest,the standardized path Coefficient is 0.288,the indirect effect of teacher-student interaction on students' self-harvest is 0.068,and the total effect is 0.356.Teacher-student interaction has significant positive effect on pe curriculum satisfaction,the standardized path Coefficient is 0.281.teacher-student interaction has indirect effect on pe curriculum satisfaction through "learning and development support" and "self-harvest" 0.027,in addition,the indirect effect of teacher-student relationship on pe curriculum satisfaction is 0.177,so the total effect of teacher-student interaction on pe curriculum satisfaction is 0.458.(3)the observation variables of learning and development support were sports facilities support,medical support,sports course activity competition support and physical and Mental Health Guidance Service support,the importance of which were0.836,0.711,0.835 and 0.822 respectively;Learning and development support have a significant positive effect on self-harvest.The standardized path Coefficient is 0.313.There is only a direct effect between them,no indirect effect.(4)the influence of teacher-student relationship,the observation variables of teacher-student relationship are student-teacher relationship,student-sports club instructor relationship and student-coach relationship,the importance of which are 0.841,0.736 and 0.719respectively;The standardized path Coefficient of teacher-student relationship is0.457,which is the first among all the path effects,and has only direct effect,but no indirect effect.(5)self-harvesting included the following observational variables: "Sport Participation","Sport Skill","physical health","mental health / MentalQuality","social adaptation" and "lifelong sport thought",the degree of its importance is 0.861,0.851,0.843,0.832,0.822 and 0.703 respectively,and the self-harvest has a significant positive effect on the satisfaction of Pe Curriculum.The standardized path Coefficient is 0.394,which has only direct effect and no indirect effect.(6)Pe curriculum satisfaction is divided into four measurement dimensions,namely,the atmosphere of pe atmosphere,the quality of pe curriculum,the overall growth and the sports experience,the importance of which are 0.728,0.821,0.867 and0.837 respectively,from the data,we can see that sports experience takes the first place,and pe curriculum satisfaction is mainly influenced by four paths,namely student expectation,teacher-student relationship,self-harvest and teacher-student interaction,its standardized path Coefficient is 0.201,0.457,0.394 and 0.458,respectively.Among these four paths,the path Coefficient of teacher-student interaction and teacher-student relationship is the highest,it also points out the direction for the Future Physical Education teaching in colleges and universities.