Study On The Influence Of Teacher-student Relationship And General Self-efficacy On The Students ’Class Participation Of Physical Education In Junior Middle Schools

Class participation is an important part of classroom teaching,and it is the most intuitive embodiment of the realization of the student’s dominant position.The higher level of students’ participation in classroom teaching,the better learning effect will be,and the efficiency and quality of classroom teaching will also be improved.On the contrary,the lower the level of students’ participation in class,the lower the students’academic performance will be,thus affecting the students’ learning enthusiasm and forming a vicious circle.Previous studies have repeatedly pointed out that students’classroom participation is affected by many factors,including social,family,school and individual.In daily classroom teaching activities,we can improve students’classroom participation by improving controllable influencing factors.Therefore,this study will study the influence of the teacher-student relationship between junior high school students and physical education teachers on student participation in physical education from the perspective of the physical education discipline,and take into account the mediating effect of students’ general self-efficacy.The purpose is to understand the status of junior high school students’ participation in physical education,teacher-student relationship and general self-efficacy.And explore the influence path of different types of teacher-student relationship on students’ classroom participation,and the mediating effect path of general self-efficacy between the two.In order to improve the level of students’ classroom participation,establish a good teacher-student relationship,enhance students’ general sense of self-efficacy,and promote effective teaching in physical education,corresponding suggestions are made.This research mainly adopted the method of literature data,questionnaire survey and mathematical statistics.In the research process,the "Sports Class Participation Questionnaire for Junior High School Students" was compiled,and the appropriateness of the questionnaire items and the reliability and validity of the overall questionnaire were tested through expert interviews and pre-surveys.At the same time,the "Teacher-Student Relationship Questionnaire" compiled by Zou Hong and others and the "General Self-Efficacy Scale(GSES)" revised by Wang Caikang and others are used as survey tools.A total of 11 junior high schools were selected in Beijing,Shanxi,Xiamen,and Hunan.The first,second,and third grade students of each junior high school were selected as the survey subjects.Questionnaires were distributed and collected,and with the help of SPSS and AMOS statistical tools to sort,count and analyze the recovered data.Based on the results of data derivation,summarize the development status of junior high school students ’ participation in physical education,teacher-student relationship,and general self-efficacy.And also analyze the path of influence of different types of teacher-student relationships on junior high school students’ participation in physical education and the mediation path of general self-efficacy between the two.comparing the research results with previous studies,aim to explore the characteristics of the relationship between the three in the physical education classroom,and draw the following research conclusions:First,the overall situation of junior high school students’ participation in physical education is relatively good,with the highest degree of behavioral participation,middle degree of emotional participation,and the lowest degree of cognitive participation.In addition,boys’ participation in physical education classes is significantly better than that of girls,the first and second grades’ participation in physical education is significantly better than that of third grades,and urban middle school students’ participation in physical education is significantly better than rural middle schools.The participation of students in physical education under the teaching organization form of "separate classes for men and women" and "class system" is better than that of students under the traditional teaching organization.Second,the overall situation of the relationship between junior high school students and physical education teachers is relatively good,with the most supportive teacher-student relationship,the middle of satisfaction and closeness,and the lowest conflicting teacher-student relationship.And the teacher-student relationship between boys and physical education teachers is better than that of girls,and the teacher-student relationship between female teachers and students is better than that of male teachers.The teacher-student relationship in the first and second grades is better than that in the third grade.The teacher-student relationship of urban middle school students is better than that of rural middle schools.The teacher-student relationship under the teaching organization of "male and female classes" is better.The teacher-student relationship under the "class system" teaching organization needs to be further studied and improved.Third,the junior middle school students is good,the general self-efficacy of whole community which boys significantly better than girls,urban middle school students was significantly better than the rural middle school students,and compared with the traditional teaching organization form of the students,"single-sex classes"and "walk" classes "teaching organization form of the students’ general self-efficacy is higher.Fourth,there are significant positive correlations among junior high school students class participation,teacher-student relationship,and general self-efficacy.Establishing intimacy,satisfaction and supportive teacher-student relationship can not only improve students’ general sense of self-efficacy,but also improve students’participation in physical education classes.At the same time,students with high general self-efficacy have better classroom participation.Fifthly,general self-efficacy plays a part of mediating role between teacher-student relationship and junior middle school students’ physical education class participation.The establishment of intimacy,satisfaction and supportive teacher-student relationship can enhance students’ general self-efficacy,which further improve students’ level of deep cognitive participation in physical education class to the greatest extent.