Research On Silence And Awakening In School Classroom ——An Empirical Study Based On The Students Majoring In Physical Education In Wuhan Institute Of Physical Education

With China’s educational reform and the promulgation of the new curriculum standards,the requirements of schools for physical education teachers are becoming more and more strict.Physical education,as the cradle specialty of physical education teachers,has always emphasized that students should not only have the ability of one specialty and many abilities,but also require students to have the professional quality of theory guiding practice,which means that the pursuit of students’ connotation development is also one of the purposes of their specialty.It is normal for students to actively discuss with teachers in class,explore knowledge and move towards the ocean of knowledge.However,with the annual enrollment expansion of colleges and universities,the phenomenon of students’ classroom silence is becoming more and more obvious,and the learning quality begins to decline.Therefore,it is particularly important to alleviate the classroom silence of students majoring in physical education,which can not only help them expand their knowledge and theoretical knowledge,but also break through the pain point between theory and practice and help them better realize their student value.This study takes the students majoring in physical education of Wuhan Institute of physical education as the object,adopts the methods of literature,questionnaire and interview,discusses the types and influencing factors of silence of students majoring in physical education,and gives suggestions on how to awaken students’ discussion consciousness.This study mainly uses the questionnaire method to divide the classroom silence tendency of students majoring in physical education into three dimensions;The influencing factors of classroom silence are divided into nine dimensions.Among them,a total of 379 students were investigated and 10 teachers were interviewed.Using spss22 0 software adopts exploratory analysis,descriptive analysis,analysis of variance,correlation analysis and regression analysis.The results of this study are as follows: firstly,the three dimensions of silence tendency are conducive to his silent behavior,self silent behavior and habit silent behavior.Altruistic silent behavior refers to the behavior of being afraid to affect the interests of others when answering or discussing.Self biased silence behavior refers to students’ inability to participate in classroom answers or discussions from the perspective of self character.Habitual silent behavior means that students have been used to the silent behavior in class.Secondly,judging from its influencing factors,the causes of classroom silence are complex,which can not be directly determined by a single influencing factor,and sometimes it is the result of the accumulation of multiple factors.From the perspective of students,they are introverted,lack of learning ability and so on.From the perspective of teachers,there are teachers’ personal charm and teaching ability.From the perspective of teaching environment,there are large class teaching system and dull classroom.Finally,through the above research,it is suggested to improve from the following aspects.Students’ learning motivation can be corrected.Teachers need to combine the use of the Internet to carry out teaching and establish a diversified evaluation mechanism.Schools can control the size of classes and improve relevant systems.