In today's society, physical education teaching in middle schools has been paid more and more attention. Therefore, this paper theoretically discusses the influencing factors of middle school physical education teachers' teaching knowledge, and draws the conclusion that the main influencing factors are teachers' personal factors, school environment factors, social sports culture and on-the-job training factors.
Keywords: leisure personal factors of middle school students, on-the-job training, school environment, society, sports culture
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The reform of new curriculum standards and the vigorous implementation of quality education have further clarified the basic position of education. As an important part of education, physical education is self-evident. So, what factors affect middle school physical education?
First, physical education teachers' personal factors
(A) the demographic factors of physical education teachers
The knowledge and experience of physical education teachers, such as age, teaching experience and educational background, may have an important impact on their teaching knowledge level. It is generally believed that the longer the teaching experience and the higher the educational background, the better the teaching knowledge structure may be. Whether in rural or urban areas, the teaching knowledge of physical education teachers will be affected. Compared with rural areas, cities are rich in human and material resources, and their teaching knowledge may be better than that in rural areas.
(B) Physical education teachers' personal psychological factors
1, PE teachers' teaching motivation
Motivation is the starting factor of all behaviors, and the education and teaching work of physical education teachers is no exception. To do a good job in education, physical education teachers must first have strong and lasting educational motivation and high work enthusiasm. It is hard to imagine that a person who has no interest in education, who is upset at the sight of students, will try his best to complete the education and teaching work. At present, one of the most serious problems facing education in China is that a considerable number of PE teachers are not enthusiastic. Teachers' teaching motivation scale divides teachers' teaching motivation into three dimensions: internal motivation, external motivation and external internalization motivation. The so-called intrinsic motivation orientation means that the cognition and behavior of physical education teachers are caused by their internal needs. For example, some PE teachers engage in teaching activities because they like teaching from the heart; External motivation orientation means that the cognition and behavior of physical education teachers are caused by external incentives, such as relatively stable teaching income or being liked by relatives; Externalization motivation orientation refers to the psychological internalization of the expectations of physical education teachers by the state or society. The teaching motivation of PE teachers may affect and restrict the speed, quality and effect of the formation of PE teachers' teaching knowledge to some extent.
2. Physical education teachers' teaching efficacy.
Teachers' teaching efficacy is teachers' perception and belief in their ability to effectively complete teaching work and achieve teaching goals in teaching activities. On the one hand, PE teachers' sense of efficacy will affect their behavior in classroom teaching situations, on the other hand, it will also affect students' academic performance. Physical education teachers with high self-efficacy are full of confidence in their personal teaching ability, and their teaching behavior is more positive, while physical education teachers with low self-efficacy are often more likely to have teaching frustration and more negative teaching behavior. Based on this, it can be inferred that PE teachers' teaching efficacy and their teaching knowledge also have some influence, and the degree needs to be further demonstrated.
3. Physical education teachers' job satisfaction.
Job satisfaction is a special attitude of organization members towards * * *, that is, an emotional reflection of their work. As a psychological concept, physical education teachers' job satisfaction is an overall and marginal feeling and view on their occupation, working conditions and environmental conditions, which is not only related to their work enthusiasm, but also closely related to their mental health.
4. The accuracy of PE teachers' self-directed learning.
Self-directed learning is a process in which individuals dream of actively diagnosing their learning needs, planning their learning goals, finding the human or material resources needed for learning, accurately selecting and implementing appropriate learning strategies, and evaluating their academic performance without the assistance of others. He believes that learning is an internal process, and personal self-orientation can create the best learning. Self-directed learning does not mean that learners learn completely in isolation. If necessary, learners will also seek help in the learning process, such as human resources such as colleagues, experts, friends and family members, as well as physical resources such as libraries, written materials, networks and audio-visual materials. Teachers' preparation for self-directed learning can be divided into three dimensions: self-monitoring, love and thirst, innovation and novelty. Second, the school environment factors
(A) the school sports culture atmosphere
Campus sports cultural atmosphere is the need for teachers and students to adapt to social development in a specific environment; It is an objective spiritual and cultural environment created and enjoyed by all levels of the school with inheriting and carrying forward the rational spirit of human beings and Sun's humanistic spirit as its content, promoting the development of school physical education and promoting the all-round progress of society as its own responsibility. It is formed within a school, which embodies the unique style and personality of a school. It is invisible, but school members can deeply feel it and reflect it in their behavior. Similarly, physical education teachers will be influenced by the cultural atmosphere of school physical education, which is reflected in their teaching attitude and behavior, and will also have a certain impact on the development of their teaching knowledge.
(B) the objective conditions of the school
Physical education class is mainly conducted in outdoor places such as stadiums and gymnasiums, with physical exercise as the basic means and various equipment, which takes up a more complicated space environment than general teaching. Sports venues and equipment are the material carriers of sports activities. The development space of a school physical education teacher with complete conditions in all aspects is definitely much larger than that of a school with poor conditions in all aspects.
Third, social sports culture.
(A) social sports and cultural atmosphere
Some cultures attach great importance to sports. For example, many people in the United States advocate sports, and parents often feel honored because their children have good sports results. People who engage in sports not only have higher wages, but also enjoy higher social status. In Australia, a person's sports ability affects not only his health, but also his communication. Sports has become one of the important factors that affect people's social communication. In contrast, China's culture is much less enthusiastic about sports, which can be reflected from the recent students' physical fitness test. The Ministry of Education has monitored the physique of more than 10,000 primary and middle school students in China, and found an obvious change: the physical quality of students has declined, and the myopia rate remains high. What puzzles officials most is that all this happened when the school attached great importance to physical education class: physical education is a compulsory course in primary schools, middle schools and universities. Why is this happening? An official of the Ministry of Education believes that this is a social problem, and the attention of schools, communities and families is not uniform. Such social sports cultural atmosphere naturally affects the work enthusiasm of physical education teachers, and also brings some negative effects to the development of their own teaching knowledge.
(2) Environmental factors of community sports.
With the development of society, the relationship between schools and communities will become closer and closer, and the community sports environment will greatly affect the development of physical education teachers' teaching knowledge, mainly affected by the following aspects: the human resources of community sports, such as social sports workers, venues, equipment and facilities, and the opening up of schools; The influence of community sports cultural traditions on schools; Community leaders and residents' support for school physical education; Community education departments train physical education teachers in various forms. These factors directly or indirectly affect the development of PE teachers' teaching knowledge.