Investigation And Optimization Strategy Of Physical Education Ability Of Primary School Physical Education Teachers In Biyang County From The Perspective Of Curriculum Ideology And Politics

"Fostering virtue through education" is the core content of the development of socialist education with Chinese characteristics,the Civic and Political Science curriculum is the same as the teaching of other subjects,and it is also the main means of implementing moral education in schools.At this crucial period when socialism with Chinese characteristics is entering a new era,strengthening moral education for teachers is an important element in improving the moral quality of the nation and promoting equity in education.Moral education in physical education courses is an integral part of this system of educating people in the school curriculum.As a teacher who plays a leading role in teaching activities,his or her moral education ability is an important factor affecting the quality of education in the physical education curriculum.Therefore,it is particularly important to study the moral education capacity development of primary school physical education teachers.This paper adopted the methods of documentary,questionnaires,interviews,mathematical and statistical methods to investigate and study the development of the moral education model of primary school physical education teachers in Biyang County logically,including the moral education classroom,the moral education environment,the moral education model and their own,to analyses the problems that existing.The following conclusions were drawn from the study:(1)The overall age,years of teaching experience and academic structure of physical education teachers are relatively reasonable,but there is a large gender gap,with women only accounting for 30%;the proportion of physical education teachers who have not been appraised of their titles is 25%,and only 4.2% of teachers have senior titles.(2)Physical education teachers’ knowledge of the school’s moral education objectives is generally good,but they lack in-depth understanding of the concept of "curriculum thinking and government",with 9.2% of physical education teachers not understanding it at all;teachers’ self-efficacy in moral education is generally considerable,and they generally can master the education teaching methods well.(3)The development of teachers’ organizational skills and the evaluation of the effectiveness of moral education in the classroom are generally good,but moral education goals and classroom design do not match perfectly,and there is a difference between the degree of implementation of moral education in the classroom and its ability to use moral education methods appropriately.(4)Influenced by the general environment,the school physical education classroom teaching model copies the syllabus limiting the development of physical education and moral education in schools;the material resources are only sufficient to meet the basic rules of the campus physical education curriculum,making it difficult to extend the teaching concept of physical education and moral education;school rules require PE teachers to maintain classroom discipline at all times,which makes PE classes lack of vitality and sports activities lack of expression.(5)When handling classroom emergencies,some teachers’ knowledge of moral education concepts and moral development theories is inadequate;the varying levels of teachers’ knowledge of relevant sports moral education theories and moral education tools in practical teaching,resulting in a wide disparity in the overall practical application of moral education skills in the classroom;some teachers may neglect the realization of the emotional objectives and value goals;this shows that teachers’ development of classroom moral education models needs to be improved.(6)There was a significant difference(P<0.05)between teachers’ years of teaching experience and title on the moral education ability of physical education teachers;there was a significant positive correlation(R=0.504)between whether or not the school implemented curriculum thinking politics and the moral education ability of physical education teachers,and between teachers’ knowledge of the concept of curriculum thinking politics and the moral education ability of physical education teachers(R=0.466);there was a significant positive correlation(R=0.433)between the moral education ability of physical education teachers and the ideological and political education situation of the school.There was a significant positive correlation(R=0.433)between the moral education ability of physical education teachers and the situation of ideological and political education in schools,which indicates that the moral education ability of physical education teachers is affected by the teachers’ years of teaching experience,their titles,whether the school implements curriculum thinking and politics,and the situation of ideological and political education in schools.(7)According to the actual situation of the moral education capacity of primary school physical education teachers in Biyang County,optimal strategies are proposed for the development of moral education capacity of primary school physical education teachers in Biyang County under the perspective of curriculum thinking and government:to create a good social atmosphere is conducive to the healthy development of teachers’ moral education ability,and to give full play to the leading role of socialist core values;schools should play a leading role in cultivating teachers’ moral education ability,improve the top-level cultivation of teachers’ moral education ability,improve the top-level planning of teachers’ moral education ability cultivation,and establish a collaborative mechanism to enhance the moral education ability of primary school physical education teachers;physical education teachers should consciously strengthen the study of theoretical knowledge,enhance moral self-confidence,consciously improve moral education ability,and strengthen moral education practice.