Study On The Strategy Of Emotion Teaching In Physical Eaducation School

Research purpose: Education promotes people's all-round development and social progress,and the concept of quality education is deeply rooted in the people.Junior high school physical education emotion teaching is to take students' emotion as the main role object,teachers according to the education and teaching objectives,based on students' emotion,maximize the positive role of emotional factors for the overall learning,combined with the physical and mental characteristics of junior high school students,will regulate the emotional ability and develop emotional ability simultaneously,committed to learning.The questionnaire of this study was first,Investigate the emotional feedback of junior high school students on sports,At the same time,in order to identify the difference between emotional teaching and traditional teaching and conduct teaching experiments,Compared with the curriculum teaching effect at six levels: students 'basic cognition of physical education,students' emotional attitude towards physical education,students 'expectation and initiative for physical education,students' classroom communication with physical education teachers,students 'acceptance of physical education teaching implementation,and students' satisfaction with physical education teachers,Complided by emotional teaching strategies,Strive to improve the traditional physical education teaching,Improve students' internal motivation to learning,Increasing academic input for good academic results,Provide help for front line physical education teachers and other educators to implement emotional teaching,Provide theoretical basis and teaching practical experience for junior high school physical education emotion teaching.Research method: This paper mainly adopts the literature and data method,Collect and sort out the literature and materials related to emotion teaching,Consolidate the theoretical foundation;The Questionnaire survey method,Five middle schools in five main urban areas of Chongqing were selected for investigation,One class of randomly selected school from grade one to grade three,To the students "the status quo of emotional teaching in junior high school PE teaching" issued 780 questionnaires,Recycling 731 copies;interviewing method,In the process of questionnaire distribution,students from grade one to grade three were interviewed "junior high school students' emotional feedback on physical education" interview;experimental method,Two teaching classes in grade 2 of junior high school were selected as the experimental subjects,Divided into the experimental group and the control group,Each group of the50 people,In the control group,using routine teaching,The experimental group used emotion teaching,Conduct a 12-week teaching experiment;The Mathematical Statistics Method,Using SPSS22.0 and EXCEL to organize and analyze the data collected by the project,After 12 weeks of teaching,Test the data before and after the experiment,Paired sample T test to analyze the significance of both teaching effects.Research results: through the questionnaire survey and interview of junior middle school students found:(1)insufficient awareness of physical education and physical education;(2)different emotional attitudes towards physical education in different stages of education;(3)more students maintain "neutral attitude";(4)lack of initiative,lack of good physical education habits and physical education awareness,but the physical education awareness is relatively good,may be related to their cognition(5)insufficient internal motivation,vulnerable to emotion,etc.in addition,In order to prove the function and value of emotional teaching to junior high school students,Regular teaching and emotional teaching were used for the two groups,respectively,The experimental results after 12 weeks are(1)the comparison of the test data of the control group,There were significant differences in the students' basic perception of PE,The Sig is set at 0.040,P<0.05,Other nonsignificant;(2)Comparison of the test data before and after the test group,In terms of students 'basic cognition of physical education,students' emotional attitude towards physical education class,students 'expectation and initiative of physical education class,the classroom communication between students and physical education teachers,and students' acceptance of the implementation of physical education classroom teaching,The Sig values were 0.000,0.021,0.049,0.017,0.004,P<0.05,There was no significance at the level of student satisfaction with PE teachers,The Sig is measured at 0.720,P>0.05;(3)Comparison of test data between control group and experimental group,There were no significant differences in the students' basic cognition of physical education,The Sig value was 0.098,P>0.05,All the others were significant,The Sig value was 0.021,0.019,0.009,0.033,P<0.05.Later,through investigation and experiment,in order to better implement middle school physical education classroom emotion teaching(1)change teachers 'education concept,increase students' thought and behavior,and negative effects of competition;(2)extend the established teaching content knowledge,improve teaching methods,improve classroom evaluation;(3)stimulate students 'learning motivation,increase learning investment under the action of internal and external motivation;(4)promote positive emotion,not excessive emotion,grasp emotional positive factors,improve students' emotional management,and care for students.Conclusion:(1)students' lack of cognition of physical education,But affirming the role of physical education and the educational function of sports,Lack of entertainment perception of sports,It shows that the students lack the awareness of enjoying sports,Pay attention to its function function;(2)Students like PE class,But as the education phase rises,Students' neutral attitude towards PE education is obvious,One-third of the total population,Lead to insufficient investment in academic activities,lack of initiative;(3)Students lack the internal motivation to learn,But very sure of the role of teachers,Teachers 'unique and friendly teaching style,way and state have a positive impact on students' learning;(4)The teaching experiment after 12 weeks showed that,The before and post data of the control group showed that,There were significant differences in the students' basic perception of PE,It is possible that,coming from the original role of teaching,Improve cognition;The data from before and after the experimental group showed that,There were no significant differences in the teachers' expectations,Because emotion is built in long-term educational teaching,Combined with the emotional protective mechanism,To avoid students' too much emotional expectation for trainee teachers;Post test data from the experimental and control groups showed that,There is no significance in the students' basic cognition of physical education,Note that after the implementation of both teaching,The cognition has been improved,Presenting significance at the five other levels,It reflects the difference between the two kinds of teaching.(5)Emotional teaching strategy can start from multiple angles,always based on the teaching subject,from the change of teachers' educational concept,implemented to the specific emotion of students' learning,the purpose is to complete the completion of the established goals,expand the knowledge learning better,stimulate the learning motivation,and repair both inside and outside.