Research On The Influence Of Middle School Pe Teachers' Professional Identity On Teaching Effectiveness In Wuzhou City

Against the background of the new era,education reform is advancing continuously,and teachers are facing more serious challenges in teaching behavior.The majority of teachers have been habitually teaching by "indoctrination",which is contrary to the new curriculum reform and the goal of quality education,and does not focus on the development of students.In the classroom,the main vehicle for teachers to carry out teaching is teaching behavior,and effective behavior mainly refers to the correct concept as the core,scientific and reasonable behavior to further guide students to complete the learning objectives.In the teaching process,whether the teacher has made effective teaching behavior is directly related to the effectiveness of teaching.The focus of this thesis is on the effectiveness of teachers' classroom teaching,which is narrowly defined as teachers' "teaching" behaviors,excluding teaching assessment and management behaviors.In the new era,teachers' internal cognition and behavioral image of their profession and role belongs to their professional identity,which is the core driving force for their professional development and personal growth.This thesis will explore the meaning and connotation of professional identity from the perspective of teachers,redefine the perceived degree of teachers' "teacher identity",and analyze its connotation and role in different dimensions,namely,competence,value,continuity,emotion,and commitment.In this paper,we focus on Wuzhou junior high school physical education teachers,and investigate the impact of their professional identity on the effectiveness of their teaching.The impact of teachers' professional identity on effective teaching.In this study,150 questionnaires were distributed to physical education teachers in Wuzhou junior high schools.Based on the results of the study,the following conclusions were drawn:(1)The overall level of professional identity and teaching effectiveness of Wuzhou junior high school PE teachers is high.(2)The relationship between classroom effectiveness and professional identity of Wuzhoujunior high school PE teachers was positive and proportional,i.e.,the higher the professional identity,the more effective the teaching.