An Empirical Study On The Teaching Effectiveness Of Physical Education Classes In Shanghai Primary Schools Based On Classroom Observation

The teaching effect of physical education class is the top priority work of physical education in school,which is not only related to the quality of teaching,but also further determines the success or failure of school physical education teaching reform.With the deepening and development of quality education in China,the reform of physical education teaching has achieved fruitful results.Despite our great achievements in all aspects,our physical education class is still facing some new problems in the new era.For example,some teachers have a deviation in the design of key and difficult exercises,the teaching steps are not closely connected,exercises are too homogeneous,it is difficult to stimulate students’ learning enthusiasm,resulting in poor physical education classroom teaching effect and so on.These problems show that the current teaching effect is still unsatisfactory.Therefore,how to substantially improve the effectiveness of physical education in order to deepen the reform of physical education in China has become an important topic of research in school physical education reform.In this paper,I adopted the method of classroom observation,took the teaching effect of physical education in primary schools in Shanghai as the research object,and made a comprehensive study on the teaching effect of physical education in primary schools in Shanghai by using the research methods of literature,interview,measurement,observation,questionnaire and mathematical statistics.Through the research,the following conclusions were drawn:1.Analysis from the effect of physical exercise(1)The exercise heart rate and exercise density in physical education classes were in a reasonable range and showed a high level,and the students’ physical exercise effect was more outstanding.(2)From the analysis of exercise density and heart rate,In terms of exercise density and main textbook sports density,The level of high-quality classes was higher than that of normal classes.The average heart rate and maximum heart rate of high-quality classes and normal classes had a significant difference,and the quiet heart rate had no difference2.Analysis from the effect of motor skill mastery(1)The teacher were able to be practiced around the important and difficult points of the lesson,the leading role of the teacher and the subjective role of the students were fully played,the classroom atmosphere was cordial,the effect of motor skills mastery was good.(2)The practice of the classes had deviations in the design of individual teachers’ exercises on the important and difficult points,and there was the problem of too few teaching steps,Students’ learning enthusiasm needed to be further explored.3.Analysis of the development of interest in sports(1)Most of the physical education classes were affected by the fields,the limited fields in schools,many classes and the small area of activity fields,resulting in poor teaching effect.(2)Teachers give full play to the potential for classroom design,stimulate students’ enthusiasm and motivation of learning and practicing with gamification and interest-based teaching methods combined with teaching aids,and cultivate students’ interest and habit of participating in sports.4.Analysis from the effect of affective development(1)In the physical education classroom,the teacher-student relationship was democratic and equal,and the teacher-student communication was harmonious,so the students’ affective development in the classroom was better under the joint role of teachers and students.(2)The behavior and consciousness of mutual help between students and teachers could cultivate students’ team consciousness and cooperation spirit,stimulate their inner potential and sports fun.