A Study On The Effect Of Physical Education Examination On The Physical Education Learning Behavior Of Junior Middle School Students In Guiyang

The physical education middle school entrance examination can cultivate students’ core literacy,enhance their athletic ability,cultivate good living habits,improve their physical health level,and promote their comprehensive development of morality,intelligence,physical fitness,aesthetics,and labor.By studying students’ physical education learning behavior,we can gain a more comprehensive and in-depth understanding of their learning behavior and promote the effectiveness of their physical education learning.This study conducted a survey on junior high school students in Guiyang City to understand the basic situation of their cognition and learning behavior in the physical education middle school entrance examination;Understand the correlation between cognition in the physical education middle school entrance examination and physical education learning behavior;Exploring the impact of sports middle school entrance examination cognition on sports learning behavior through social cognitive theory.This paper uses the methods of literature review,questionnaire survey,mathematical statistics and other research methods,through research and analysis of the results,discusses the impact of the cognition of the physical education middle school entrance examination on the physical education learning behavior,and draws the following results:The average score of physical education learning behavior among junior high school students in Guiyang City is 3.69 ± 0.88(3.82 ± 0.85 in seventh grade,3.66 ± 0.95 in eighth grade,and 3.61 ± 0.88 in ninth grade;3.72 ± 0.94 for males and 3.67 ± 0.81 for females;3.36 ± 0.89 for Han nationality and 3.78 ± 0.83 for ethnic minorities).The sports learning behavior of the high cognitive group in the middle school entrance examination is 4.14 ± 0.82,while the sports learning behavior of the low cognitive group is 3.15 ± 0.84.The correlation between the cognition of the physical education middle school entrance examination and the impact of physical education learning behavior on junior high school students in Guiyang is 0.504.Through regression analysis,the contribution rate of cognition in the physical education middle school entrance examination on the impact of physical education learning behavior of junior high school students in Guiyang is ad j R2=25.4%.Cognition in the physical education middle school entrance examination can predict various dimensions of physical education learning behavior,including prediction(23.4%),planning(20.1%),observation and imitation(14.3%),practice and listening(17.5%),questioning and presentation(16.2%),discussion(16.9%),review and consolidation(24%),extracurricular tutoring(8.6%),reflection(21.2%)Exploratory testing(21.1%).By analyzing the relationship between demographic analysis and cognition in the physical education middle school entrance examination and physical education learning behavior,it was found that grade(-0.125 * *),gender(-0.075 * *),ethnicity(-0.063 * *)were significantly correlated with cognition in the physical education middle school entrance examination,and physical education learning behavior was significantly correlated with grade(-0.092 * *).And among different demographic influences,eighth grade(33.4%)>ninth grade(20.8%)>seventh grade(18.4%),female(30.3%)>male(21%),ethnic minorities(36.2%)>Han(23%).Finally,through the analysis of regulatory effects,only grade(β=-0.107 *)plays a regulatory role in it.After controlling for demographic variables,the cognition of the physical education middle school entrance examination can significantly positively affect physical education learning behavior(B=0.672,P<0.001).Conclusion: Junior high school students in Guiyang have a relatively high level of cognition and learning behavior in the physical education middle school entrance examination.There are differences in physical education learning behavior among different grades,genders,and ethnic minorities.The cognition of seventh grade students in the physical education middle school entrance examination is significantly higher than that of other grades,and the cognition of male students in the physical education middle school entrance examination is significantly higher than that of female students.The cognition of physical education middle school entrance examination can have an impact on physical education learning behavior,and grade has a negative moderating effect on the influence of physical education middle school entrance examination cognition on physical education learning behavior.Moreover,after controlling for demographic variables,physical education middle school entrance examination cognition can still significantly affect physical education learning behavior.Based on the above results and conclusions,the following suggestions are proposed: guiding students to understand the purpose and significance of the physical education middle school entrance examination;Cultivate students’ pre class physical education learning behavior,carry out diversified physical education teaching during class,and promote students’ independent physical education learning after class;Teach students according to their aptitude and improve their physical education learning behavior.