Research On Classroom Teaching Feedback Behavior Of Primary School PE Teachers Based On Rooted Theory

In recent years,our country pays more and more attention to physical education,and has higher and higher requirements for primary school physical education teachers.The teaching feedback behavior of primary school physical education teachers is also constantly improving and innovating.This study takes improving the classroom teaching quality of primary school physical education teachers as the research significance,and takes the research on the feedback behavior of primary school physical education teachers based on grounded theory as the research object.The purpose is to advance the ability of primary school physical education teachers to use feedback behavior in classroom teaching,promote the classroom teaching effect of primary school teachers and improve the teaching quality of teachers.By using the research methods of grounded theory,literature,questionnaire,observation and lesson analysis,this paper uses the grounded theory research method to conduct in-depth interviews with teachers and observe the class videos of primary school physical education teachers as the main source of data.37 teaching feedback behaviors are obtained in the first level coding,and five types are obtained in the second level coding,including verbal feedback,nonverbal feedback,verbal feedback + nonverbal feedback Verbal feedback includes combined feedback and nonverbal feedback includes combined feedback.In the three-level coding,the teaching feedback behavior is finally divided into single feedback behavior and compound feedback behavior.Using the questionnaire method,this paper investigates the teaching feedback behavior of primary school physical education teachers from the perspective of teachers and students and the author’s real observation of teachers’ class process,in order to understand the most real state of teachers’ teaching feedback behavior.Firstly,the article investigates the form of teachers’ teaching feedback,the effect of teachers’ teaching feedback,the content of teachers’ teaching feedback behavior,the timing of teachers’ teaching feedback,and students’ evaluation and expectation of PE Teachers’ teaching feedback.Combined with the content data observed by the author in the classroom and the data obtained by repeatedly watching the video,the article makes a comprehensive understanding of teachers’ teaching feedback behavior from different angles.Secondly,through the analysis of detailed data,combined with the case analysis in class,this paper finds the problem of teaching feedback behavior of primary school physical education teachers,puts forward the strategies to optimize the classroom teaching feedback behavior of primary school physical education teachers,draws the research conclusions and puts forward suggestions.The conclusions are as follows:(1)The classroom teaching feedback behavior of primary school physical education teachers mainly includes verbal feedback,nonverbal feedback,verbal feedback + nonverbal feedback,combined feedback in verbal feedback and combined feedback in nonverbal feedback.Most of them focus on verbal feedback,and the frequency of verbal feedback is much higher than that of other teaching feedback.(2)The verbal feedback behaviors commonly used by primary school physical education teachers mainly include: prompt guided learning and evaluative feedback.When using verbal feedback + nonverbal feedback,primary school physical education teachers mainly use prompt guidance learning + physical prompt guidance,evaluative feedback + physical prompt guidance,technical demonstration feedback +physical prompt guidance,etc.the classroom teaching feedback behavior of primary school physical education teachers mainly focuses on prompt guidance feedback and evaluative feedback behavior.(3)The positive feedback,timely feedback,appropriate negative feedback and summative feedback of physical education teachers’ specific information bring apparent classroom teaching effect;The teaching situations with poor effect are simple and empty positive feedback,continuous negative feedback behavior and inappropriate delayed feedback.(4)The majority of the pupils expect teachers to use positive feedback,prompt guidance feedback and summary feedback.This is consistent with classroom observation.(5)In order to improve teachers’ ability of teaching feedback behavior,primary school physical education teachers should increase positive feedback and questioning feedback in physical education classroom teaching;Enrich the diversity of feedback behavior;Keep learning and strengthen teachers’ understanding of the content of classroom teaching feedback behavior;Strengthen training and improve the effectiveness of teachers’ feedback behavior in classroom teaching;Combined with practice,improve the accuracy of teachers’ timing and frequency of classroom teaching feedback behavior.