Research On Speech Behavior Characteristics Of Middle School PE Class Teachers Based On Chinese Healthy Physical Education Curriculum Model

"Decisive battle classroom,focus on teaching",with the development of physical education curriculum reform,the classroom teaching behavior of physical education teachers has gradually been paid more and more attention by scholars,becoming an important direction of physical education theory and practice exploration.The Chinese healthy physical education curriculum model is centered on student development and aims to cultivate the core qualities of students.It requires physical education teachers to "learn more and practice more" in the classroom.The study and analysis of the speech behavior of physical education teachers in classrooms is an effective way to implement the curriculum reform.In this paper,based on the Chinese health sports curriculum model of sports teacher classroom speech behavior as a research carrier,using literature data method,Delphi method,interview method,video analysis method,mathematical statistics method,to explore the theory of sports teacher classroom speech behavior research.After collecting,screening,and reliability and validity testing,two first-level indicators,seven second-level indicators,and 15 third-level indicators were formed.An observation table of primary and middle school physical education teachers' classroom speech behaviors was compiled,and then a systematic analysis was conducted based on the Chinese health physical education curriculum model.In different teaching stages and different teaching materials,the content performance and technical performance characteristics of physical education teacher's speech behavior,point out the existing problems and make suggestions,aim to improve the physical education teacher's speech behavior level,and provide theory for improving the quality of physical education teaching in China reference.Studies have shown that the physical education teacher's classroom speech behavior based on Chinese healthy physical education curriculum model has the following characteristics:(1)Simplify and elaborate speech,and concentrate on teacher explanation: the speech behavior of physical education teachers in non-sports state is within ten minutes,and the teacher's explanation and concentration are fully beneficial to each minute of time;(2)Decompose the content of Chinese lectures and organize high-frequency speech:PE teachers teach content in the classroom,use decomposed teaching,and analyze the content of the main textbook in a hierarchical manner.Moreover,the frequency of teacher's organizational speech is higher and more adequate Mobilize the enthusiasm of students and organize a more scientific sports class.(3)Efficient teacher-student communication,coherent classroom content: Teachers' communication speech at the beginning and end: that is,a high proportion of evaluation speech and feedback speech time,reflecting students' active learning of classroom knowledge and practicing the next class Content to form a coherent knowledge system;(4)Individual communication of literacy teachers' ability and fluency: PE teachers have good sports literacy,full voice in fluency technology,Mandarin standard,fluent expression;moderate tone in tone technology,infectious;No redundant words,clear logic.Based on the Chinese healthy physical education curriculum model,physical education teachers' classroom speech behavior also has the following shortcomings:(1)Emphasize organizational language and neglect communicative language;(2)Emphasize declarative knowledge and procedural knowledge;(3)Emphasize verbal behavior standards and emphasize the characteristics of teaching materials;(4)Emphasize individual expression ability,please communicate in both directions technology.Regarding the shortcomings of physical education teachers' classroom speech behavior,the following suggestions are made:(1)Strengthen the speech communication between teachers and students,and build a harmonious environment between teachers and students: Strengthen the speech interaction between teachers and students in physical education classrooms,especially in the non-sports state,while taking into account the differences between students and taking into account the overall level of students,thereby establishing harmony Harmonious teacher-student interaction.(2)Improve teacher and student questioning skills and enhance teacher feedback ability: to enhance interactive questioning and teacher and student feedback ability,first of all,the effectiveness of verbal questioning in classroom teaching should be strengthened,and mainly enlightenment and innovative questioning can be appropriately used to assist equipment resources Ask questions in the classroom.We should also respond to students' ideas and feelings in a timely manner.We should give timely verbal feedback to students' speech or behavior performance,and at the same time give more praise or affirmation,further extend and improve students' speech or behavior performance.(3)Clarify the characteristics of different textbooks and optimize the language of sports teaching: optimize the speech behavior of teachers under different textbooks,highlight the characteristics of speech behaviors of various textbooks,and strengthen the professional knowledge,professional ability,expression ability and analysis ability of sports teachers.Teachers can design corresponding language behaviors and practice in advance to better cope with the unexpected situations in the classroom with different teaching materials.(4)Consolidate the ability of single expression and promote the two-way communication ability: Physical education teachers should strengthen communication with students in the classroom,communicate and communicate with students according to the characteristics of students' physical and mental development,and guide students to broaden their knowledge.This paper analyzes the classroom speech behaviors of primary and middle school PE teachers in China's healthy physical education curriculum model,from the content and technical performance of different teaching stages and different textbooks,provides theoretical support for teachers' speech behaviors,with a view to The evaluation provides reference and promotes the improvement of PE teachers' teaching language.