Research On The Classroom Teaching Behavior Of Junior High School Physical Education Teachers From The Perspective Of Core Literacy Of Physical Educatio

With the concept of core literacy continuously rooted in the hearts of the people,cultivating all-round socialist successors and builders has become an important goal for China to cultivate talents and develop socialist education with Chinese characteristics,and the development of students’ core literacy is in line with this,and it also promotes China’s basic education from the knowledge-based era to the core literacy era.Although the core literacy concept of physical education is deepening,there are still differences in the understanding of teachers in the actual teaching process and curriculum practice,the style of examination-oriented education is still high,and advanced teaching concepts and measures are difficult to implement in the actual teaching process.Therefore,it is necessary to understand the behavior of junior high school physical education teachers in teaching practice,analyze their existing problems,and take this as the entry point to improve the teaching behavior of physical education teachers,so as to better improve the professional quality and ability of teachers and provide reference theory and experience for junior high school physical education teaching.This paper takes the classroom teaching behavior of junior high school physical education teachers from the perspective of core literacy of physical education as the research object,and summarizes by using research methods such as literature method,interview method,Delphi method,classroom observation method,mathematical statistics method,and logical analysis method:1.There are great differences between the classroom teaching behavior of junior high school physical education teachers under the traditional physical education teaching concept and the concept of core literacy of physical education subjects,and the teaching goals of physical education teachers are more comprehensive,the teaching content and methods are richer,and they have a strong sense of self-reflection from the perspective of core literacy of physical education subjects.2.According to the relevant principles of constructing the physical education teacher teaching behavior observation scale,a relatively scientific junior high school physical education teacher teaching behavior observation scale from the perspective of physical education core literacy was established,which mainly included three first-level indicators of pre-class teaching design behavior,in-class teaching behavior and after-class reflection behavior,9 second-level indicators such as goal formulation,content selection,initial organizational behavior,content teaching behavior,exercise guidance behavior,discussion interaction behavior,ending organizational behavior,reflection and summary,and evaluation,and 38 third-level indicators.Each indicator is given weight values.3.On the whole,there was no significant difference in the teaching behavior of novice,skilled and expert junior high school physical education teachers,and the performance of pre-class teaching behavior and in-class teaching behavior was expert> skilled > novice in descending order;The performance of the reflection behavior after class is from high to low,in order of skill> novice type> expert type.4.From the analysis of specific teaching behaviors,expert teachers consider the selection of teaching objectives and teaching content more comprehensively,which is more in line with the connotation of the core literacy of physical education subjects;In terms of classroom organization,skilled teachers are better than the other two types of teachers in classroom organization.In the explanation and demonstration of teaching content,the classroom teaching behavior of novice teachers is better than that of other two types of teachers.In the application of teaching methods,skilled teachers can contact and apply new teaching methods more quickly and effectively.