Research On The Training Strategy Of Nonintelligence Factors In Junior Middle School Physical Education

In order to deeply study the influence of the application of inquiry-based teaching method in physical education on students’ non-intellectual factors,improve the importance of schools and teachers to the cultivation of students’ non-intellectual factors,and provide reference for the scientific cultivation of students’ non-intellectual factors in physical education teaching,this study established a content system for the cultivation of nonintellectual factors in junior high school physical education by reviewing literature and issuing questionnaires to experts.The relationship between physical education teaching methods and non-intellectual factor cultivation was discussed by establishing a relationship model between physical education teaching methods and non-intellectual factor cultivation.A teaching experiment was carried out with 83 students from the second grade of Shijiazhuang No.10 Middle School as experimental subjects,and they were divided into experimental classes and control classes.During the experiment,the experimental class used the inquirybased teaching method to carry out physical education teaching,and the control class used the physical education teaching method commonly used by school physical education teachers to carry out physical education teaching.Before and after the experiment,the non-intellectual factors of students were evaluated and compared,and the influence of the application of inquiry-based pedagogy in physical education on students’ non-intellectual factors was discussed.Research results:(1)According to the experts’ scoring of the content indicators of non-intellectual factors cultivation in junior high school physical education,and based on expert opinions,a content index system of non-intellectual factors in junior high school physical education was constructed,including 5 first-level indicators such as motivation,interest,emotion,will,and personality,13 second-level indicators such as achievement motivation,desire to learn,communication motivation,learning intention,learning enthusiasm,tenacity,courage,responsibility,emotional stability,sense of honor,self-confidence,independence,competitiveness,and 42 third-level indicators.(2)By discussing the relationship between physical education teaching methods and the cultivation of non-intellectual factors,it is found that the standardized coefficients of the five teaching methods for the cultivation of non-intellectual factors are competition(0.292),physical practice(0.256),direct perception(0.218),language(0.194),and inquiry activities(0.183)in descending order.(3)After the experiment,the total score of the motivation dimension of the experimental class and the scores of the achievement motivation and communication motivation indicators in this dimension were significantly improved compared with before the experiment(P<0.05),and the scores of the curiosity index were significantly improved compared with the preexperiment(P<0.01).Although the total score of the motivation dimension of the control class and the scores of the three indicators under this dimension were improved compared with before the experiment,there were no significant differences(P>0.05).After the experiment,there were significant differences in the total scores of motivation dimensions,achievement motivation and communication motivation(P<0.05),and the scores of desires to learn(P<0.01).(4)After the experiment,the total score of the interest dimension of the experimental class and the scores of the two subordinate indicators of the dimension(learning intention and learning enthusiasm)were significantly improved compared with before the experiment(P<0.01).Compared with the total score of the interest dimension of the control class and the score of the two subordinate indicators of this dimension,there was no significant difference(P>0.05).After the experiment,the total scores of the interest dimension of the two classes and the scores of the two indicators under the dimension also had a very significant difference(P<0.01).(5)After the experiment,the total score of the will dimension of the students in the experimental class and the scores of the two subordinate indicators of the dimension(toughness and courage)were also significantly improved compared with before the experiment(P<0.05).Compared with the scores of the two indicators under the control class,the total score of the volitional dimension of the students in the control class and the scores of the two subordinate indicators of this dimension were also significantly improved(P<0.05).However,after the experiment,there was no significant difference between the total scores of the two classes in the volitional dimension and the scores of the two indicators(P>0.05).(6)After the experiment,the total score of the emotional dimension of the experimental class and the scores of responsibilities and honor of the two indicators under the dimension were significantly improved compared with before the experiment(P<0.05),but the emotional stability index did not change significantly(P>0.05).Compared with the total score of the emotional dimension of the students in the control class and the scores of the three indicators under the dimension,there was no significant difference(P>0.05).After the experiment,there were significant differences in the total scores,sense of responsibility and sense of honor of the two classes(P<0.05),and no significant differences in emotional stability(P>0.05).(7)After the experiment,the total score of personality dimension and the score of selfconfidence and independence index of the experimental class were significantly improved compared with before the experiment(P<0.05),but the competitiveness index did not change significantly(P>0.05).Compared with the pre-experimental score,there was no significant difference in the total score of personality dimension,independence and competitiveness(P>0.05),and the self-confidence index was significantly improved compared with the preexperimental(P<0.05).After the experiment,there were significant differences in total scores,self-confidence and independence between the two classes(P<0.05),and no significant differences in competitiveness(P>0.05).Conclusions:(1)This paper constructs the content index system of non-intellectual factors in junior high school physical education through the Delphi method,including 5 first-level indicators,13 second-level indicators and 42 third-level indicators.(2)The use of five types of teaching methods: competition,physical exercise,direct perception,language,and inquiry activities in physical education will have different degrees of positive impact on the cultivation of non-intellectual factors.(3)The application of inquiry-based teaching method in junior high school physical education can significantly improve students’ motivation for achievement,communication motivation and desire for knowledge,effectively strengthen students’ learning intention,stimulate students’ enthusiasm for learning,and have a positive and positive impact on students’ motivation and interest dimension of non-intellectual factors.The application of inquiry-based teaching method in junior high school physical education can effectively strengthen students’ sense of responsibility and honor,which is an effective way to develop students’ sense of responsibility and honor,and can effectively improve students’ selfconfidence and independence.The application of inquiry-based pedagogy in junior high school physical education has no significant impact on competitiveness,tenacity and courage.