Study On PCK And Influencing Factors Of Physical Education Major Students In Sichuan And Yunnan

Teaching knowledge and professional knowledge are important contents for students majoring in Physical Education in school.Learning to "teach" is the basis for physical education normal students and physical education teachers in the future.At present,under the background of "normal professional certification",it is particularly important to clarify the teaching knowledge and professional knowledge of students majoring in physical education,which is related to the training quality of students majoring in physical education.PCK is the abbreviation of subject teaching knowledge and the core of improving physical education teaching knowledge.It can directly affect the students’ understanding of physical education and the application of knowledge.At present,there are many studies on Teachers’ PCK in China,but there are few studies on physical education,especially on students majoring in physical education.Most of the existing studies are theoretical discussion and the impact of external factors on students’ PCK,and there is a lack of corresponding quantitative research.Based on this,in the form of quantitative research,this study analyzes the internal structure and influencing factors of physical education students’ PCK,so as to provide reference basis and practical guidance for improving physical education students’ PCK.Based on the existing research at home and abroad,aiming at the shortcomings of the existing research,this study uses the methods of literature,interview,questionnaire,mathematical statistics and field survey to study the content structure,influencing factors and growth background of PCK of Physical Education Majors in15 ordinary colleges and universities in Sichuan and Yunnan from the perspective of quantitative research.Using statistical methods such as project analysis to verify the content structure of PCK of physical education students,this paper analyzes the differences between different gender,province,internship school level,college,through teacher qualification interview and participating in sports part-time in the whole and all dimensions of PCK,as well as the stepwise multiple regression analysis of PCK of professional identity and all dimensions,and describes the growth background of PCK of physical education students.Therefore,the following research conclusions are drawn:（1）The subject teaching knowledge of students majoring in physical education is composed of the integration of content knowledge,student knowledge,situational knowledge and teaching knowledge,and can well reflect the main content structure of the subject teaching knowledge of students majoring in physical education.At the same time,the subject teaching knowledge has the characteristics of hierarchy and integration,and the subject teaching knowledge is not static,but dynamic.（2）At present,the overall level of subject teaching knowledge of students majoring in Physical Education in Sichuan and Yunnan is high,but the performance level of each dimension of subject teaching knowledge is not balanced,in which the score of teaching knowledge dimension is the highest and the score of content knowledge dimension is the lowest.（3）The level of subject teaching knowledge of students majoring in Physical Education in Sichuan and Yunnan is not uniform in demographic variables,and there are significant differences in different provinces,colleges and universities and whether they participate in part-time physical education.Among them,the overall level of subject teaching knowledge of students majoring in Physical Education in Sichuan Province is higher than that of students majoring in Physical Education in Yunnan Province;The overall level of subject teaching knowledge of students majoring in Physical Education in normal universities is higher than that of students majoring in Physical Education in comprehensive universities and other universities;The overall level of subject teaching knowledge of students majoring in physical education who did not participate in part-time physical education was significantly lower than that of students majoring in physical education who participated in part-time physical education.However,there are no significant differences in the overall and all dimensions of subject teaching knowledge in different gender,internship school level,whether passing the teacher qualification interview and other classification variables.（4）There is a significant positive correlation between physical education students’ subject teaching knowledge and professional identity.At the same time,professional identity has a significant positive predictive effect on subject teaching knowledge.（5）In the background of the growth of physical education students’ subject teaching knowledge,the internal growth initiative,growth track,growth reflection and guarantee of physical education students are very important,and the support and help of family,friends and teachers play an important guiding role in the growth of physical education students’ subject teaching knowledge.Based on the above conclusions,the following suggestions are put forward:（1）Students majoring in physical education should strengthen the study of subject teaching knowledge and pay attention to the connection and integration between subject teaching knowledge.（2）Pay attention to the cultivation of teaching practice ability of students majoring in physical education.（3）Pay attention to the reflection after practice.（4）Organize students majoring in physical education to study PCK theoretical knowledge and teaching cases.（5）Strengthen the study of the textbook of physical education and health.（6）Build a progressive physical education teaching mode of "learning knowledge-applying practice-innovating knowledge".（7）Attach importance to understanding the role of social support and improve the professional identity of students majoring in physical education.