Research On The Teaching Effect And Influencing Factors Of Physical Education Classroom In Junior Middle School In Kunming Based On Self-determination Theory

Objectives of the study:Motivation is considered a complex component of an individual’s psychology and behavior,and is the internal driving force that sustains an individual to engage in a certain behavior.Stimulating students’ motivation for physical education learning is conducive to cultivating students’ lifelong sports awareness,promoting students’ exercise and developing sports habits,and at the same time,it is also the key to achieving the core literacy of physical education.As the main battlefield to stimulate students’ motivation for physical education,how should the physical education classroom stimulate students’ motivation for physical education? Self-determination theory is a theory that studies motivation,and a complete framework is proposed for the prediction and intervention of motivation,which provides new ideas for stimulating students’ motivation in sports learning.Therefore,based on the perspective of self-determination theory,this study investigates the teaching effect and influencing factors of physical education classroom in junior high school in Kunming,and mainly answers three questions:(1)the current situation of physical education classroom teaching effect in junior high school in Kunming based on self-determination theory;(2)the influence effect of physical education classroom teaching in Kunming junior high school on students’ learning effect based on self-determination theory;(3)Influencing factors of physical education classroom teaching in junior high schools in Kunming based on self-determination theory.In order to promote students’ participation in sports and improve the teaching effect of physical education classrooms,a small profit is contributed.Research Methods:According to the purpose of the research,firstly,the literature method was used to organize and collect relevant data to lay a foundation for the research,and secondly,1023 student questionnaires and 185 teacher questionnaires were distributed in the five main urban areas of Kunming,including "Physical Education Needs Support Scale","Basic Psychological Needs Scale","Sports Situation Motivation Scale","Teacher Reflection Scale","Physical Education Teacher Teaching Effectiveness Scale","Physical Education Teacher Teaching Belief Scale";Thirdly,interviews were conducted with front-line physical education teachers to further understand the classroom teaching situation;Finally,SPSS 26.0 and AMOS 24.0 statistical software are used to statistically collate and analyze the data,and establish the structural equation model.Conclusions:(1)Based on the theory of self-determination,the overall level of physical education classroom teaching in Kunming junior high school was higher,and the perceptual level score of physical education teachers was higher than that of students.At the student level,there was no significant difference in the teaching effect of physical education classroom in Kunming junior high school based on self-determination theory of students of different genders,but there was a significant difference in grade.At the teacher level,there was no significant difference in the perception of physical education classroom teaching effect of Kunming junior high school based on self-determination theory by different genders,but there were significant differences among physical education teachers with different teaching ages,professional titles and educational qualifications.(2)Physical education classroom teaching based on self-determination theory can predict students’ learning effect.The impact path is;Physical education classroom teaching based on self-determination theory → students’ basic psychological needs→ students’ learning motivation → physical education academic performance.Students’ basic psychological needs,satisfaction and learning motivation play a chain mediating role between physical education classroom teaching and sports performance based on self-determination theory.(3)Physical education teachers’ teaching reflection and teaching beliefs can actively predict physical education classroom teaching based on self-determination theory;The teaching efficacy of physical education teachers can positively predict the autonomous support dimension and ability support dimension of physical education classroom teaching based on self-determination theory,but there is no significant predictive effect on emotional support.Therefore,strengthening the teaching reflection,teaching efficacy and teaching belief of physical education teachers can improve the teaching level of physical education classroom based on self-determination theory.