"Physical education is an important part of education and serves the overall goal of education. Physical education teaching should not only make students get exercise, develop their physical fitness and improve their sports ability, but also cultivate their pioneering spirit of active thinking and innovation through physical education teaching, so as to benefit their body and mind for life. In different historical periods, the national physical education class syllabus for colleges and universities has provided a basis for physical education class's curriculum setting, textbook selection, class time allocation, and enhanced students' physique, which has played a role. However, there are still some problems in physical education class teaching in Chinese universities.

1. physical education class has fewer class hours, more teaching contents and fewer key points. The academic system of colleges and universities is mostly four years, and the age of freshmen is about 18, which is the best period for physical development and physical quality development. Physical education class is only open for two years, which goes against the physiological characteristics of teenagers' physical development stage and the actual needs of strengthening their physique. Although the third and fourth grades can exercise through extracurricular sports activities, according to the survey, extracurricular sports activities are also nominal, and few people actually participate in exercise. As a result, students' physical health presents the following characteristics: the physical fitness of first-year students is gradually enhanced; The physical condition of the second grade is the best; The physical condition of the third grade has declined; The physical health of the fourth-grade students has obviously declined. In addition, the teaching content is too much, the focus is not prominent, it is difficult to stimulate students' interest in learning, mobilize students' initiative and enthusiasm in learning, and it is impossible to improve students' physical quality and health level as soon as possible.

2. Ignoring the teaching of sports theory and lacking pertinence. There is a phenomenon that practice is valued over theory in physical education teaching. College students are at the peak of their physiological function. They are quick-thinking, energetic and have a wide range of interests. Because of the low proportion of theoretical part, college students' knowledge of sports theory is generally poor, and many students only know some simple forms and methods of exercise, so they are blind in exercise, and even have little or no effect for a long time, thus losing confidence in physical exercise.

3. The traditional teaching organization is single, and it is difficult to satisfy students' interests. Influenced by traditional teaching ideas for a long time, there are still some teaching forms in physical education, such as "injection", "cramming" and "learning from teachers". Too much emphasis on teachers' leading role and neglect of students' main role make students in a passive position in teaching. The classroom teaching process is dull and students are not interested in physical education class, which leads to "counterproductive" and is not conducive to students' physical and mental development.

Second, some suggestions on the reform of physical education class in colleges and universities.

"Physical education in colleges and universities is the last stage of physical education and has the characteristics of connecting with social life. The quality of physical education in colleges and universities is directly related to the establishment of students' correct concept of physical education and the cultivation of good exercise habits, which has a great influence on lifelong physical exercise. Judging from the present situation of physical education in colleges and universities, in order to complete the integration with lifelong physical education and improve the teaching quality, we must carry out reforms in the following aspects. 1. Extend the life span of physical education class and lay the foundation for lifelong sports. In the physical education syllabus, physical education class is offered for undergraduates for two years. Teaching requirements emphasize integrity, and teaching content and management pay attention to discipline. Teachers can easily grasp the physique and health status of students in Grade One and Grade Two. Senior students have more spare time than junior students, but less time to participate in sports activities, and their physical fitness and health status have declined. Therefore, in order to maintain the continuity of physical exercise, it is very necessary to establish various clubs and let students of grade three and four participate in club activities. Pay attention to the cultivation of students' fitness consciousness and ability, form good conscious exercise habits, and lay the foundation for lifelong sports.

2. Attach importance to the teaching of sports theory and increase the theoretical class hours. Physical education theory course in colleges and universities is the forerunner and supplement of practice course, and paying attention to the teaching of basic physical education knowledge is an important form of physical education. For college students, knowledge is very important. It is the driving force of stimulating behavior and the important foundation of emotion and consciousness. In the process of physical exercise, we pay more attention to "knowing what it is". While increasing the number of theoretical classes, we should pay attention to the arrangement of theoretical classes. Theoretical courses with certain academic level, pertinence and practicality can be offered, such as exercise health care, exercise prescription, exercise health care, exercise therapy and so on.

3. Enrich the organizational forms of physical education class and stimulate the enthusiasm for learning. Disrupt the traditional teaching of the original administrative class, boys and girls are divided into classes, and students are free to choose courses according to their physical condition, quality and personal interests. Specific practice: general education courses are offered in grade one. Improve physical fitness, master basic skills and offer health classes. In the second year, the course was re-selected, and the promotion class was set up outside the ordinary class, so that students' personal hobbies and learning interests could develop simultaneously and deepen their professional technology and theoretical knowledge. According to their personal interests, hobbies, specialties and sports skills, students of Grade Three and Grade Four join the club as members, regularly participate in club activities and organize competitions. Physical education teachers give technical guidance, supervision and inspection to club activities.

Three. Concluding remarks

"National fitness is an important measure to develop social sports and mass sports in China under the new situation. Colleges and universities should deliver all kinds of professionals with all-round development in morality, intelligence and physique to the country and society. " Therefore, we should actively create a good sports environment, reform the outdated teaching mode, and ensure students' sustained physical health and smooth completion of their studies during school. At the same time, it is necessary to cultivate their sports awareness, consciously accept fitness education, master correct fitness methods, experience the fun of engaging in physical exercise, and establish the concept of lifelong sports, so as to lay the foundation for students' scientific, conscious and independent fitness after entering the society.

Based on the concept of lifelong sports, it challenges the existing traditional physical education class and special physical education class system in colleges and universities. Based on special courses, this paper makes a practical study on the new mode of physical education class education in colleges and universities, and puts forward the main operating methods and beneficial experiences on the basis of exploration.

Keywords: physical education class teaching mode choice in colleges and universities

At present, there are two types of physical education class in universities. One is the ordinary physical education class course system, that is, the first-year basic course and the second-year special course (or half-year basic course, one-and-a-half-year special course and one-and-a-half-year basic course and half-year special course); The second type is the two-year special course system, that is, freshmen attend classes in the form of special courses as soon as they enter school. The common physical education class system and the special physical education class system have the same goal, but there are differences in teaching content and means to achieve the goal. The general physical education class system emphasizes that students should understand all the contents of sports and master various sports techniques from the "diversity" and "comprehensiveness" of the sports they have learned, while the special physical education class emphasizes understanding and mastering the special knowledge and skills of physical fitness from the "specialty" and "depth". The ordinary physical education class system, with many teaching materials and short teaching units, can only scratch the surface, which can't let students experience the inherent laws and significance of physical exercise systematically and profoundly, and can't fundamentally solve students' cognitive problems, so students don't like learning. People gradually realize that this kind of physical education class is still an improved traditional curriculum, although it has made great progress compared with the old traditional curriculum. The progress is incomplete and does not meet the needs of students' exercise. On the basis of overcoming the above shortcomings, the two-year special physical education class system was put forward after 1990s. After 78 years of reform practice, the special physical education class system has fully demonstrated its strong vitality and superiority. At the same time, it also exposes some shortcomings, especially the problem of choosing a project for lifelong exercise in two years, and the exercise methods that are not conducive to students changing their exercise programs and learning new projects. In order to solve these obvious deficiencies in the teaching reform, our research group applied for the topic of "Research on the Optional Education Mode of physical education class in Colleges and Universities" on the basis of the research on special courses, conducted four years of practical teaching research, and won the second prize of teaching research achievements in Henan Province in 2000. According to the research situation of the subject and the new problems in the teaching reform, this paper talks about the experience of "building a new mode of selective education"

First, the choice of education mode is deeply loved by students.

Looking at the contribution of previous graduates to society, it does not depend entirely on the level of college academic performance, but is often proportional to his healthy and efficient work. People are sorry for the premature death, but also happy for the old and rare scientists. Their common experience is that they loved physical exercise as students and systematically mastered the basic knowledge of fitness and the techniques and methods of 1-2 fitness. I have formed the habit of lifelong physical exercise, so I can work healthily for my motherland. Therefore, colleges and universities should aim at cultivating students' lifelong exercise ability, form the habit of regular exercise, and help students establish a healthy life concept. In the teaching reform, the research group conducted three types of physical education class questionnaires on 1720 students. Students' favorite curriculum system is "choosing a new educational model" (98. 1%). Followed by the special curriculum system (88.4%); Even worse is the traditional curriculum system (one-year basic courses, one-year special courses account for 74.7%). According to the teaching reform experience of our college for more than ten years, it is certain that the most effective teaching method to achieve the teaching goal of physical education in colleges and universities is to build a selective education platform.

Second, choose the main implementation mode of education mode

Choosing education mode means that students can choose any sports they want to learn, teachers and teaching methods according to their hobbies and conditions. The items that students study are usually determined on the basis of students' conscious choice, and they are sports that students like or like. In this way, students often show high enthusiasm and warm emotions in class, eager to learn and exercise knowledge, focused, willing to devote themselves wholeheartedly, well organized and strong-willed. Through such persistent exercise, students have better mastered the knowledge and skills they have learned. It has cultivated sports consciousness, exercised body, developed personality, formed good quality and promoted the all-round development of body and mind. Compared with special courses, there are obvious differences in five physical qualities (boys 100 m, 1000 m, standing long jump, shot put and pull-ups). There are also significant differences in vital capacity and heart rate. There is no difference in height and weight. The specific way is to offer various sports in the same grade class according to the situation. Students are free to choose courses according to the events provided, and they are allowed to change the events they have learned every week or several weeks, regardless of the progress of classroom teaching content.

(1) Choose the education physical education class option and choose teachers independently.

Choosing education physical education class overcame the disadvantages of choosing special courses for two years at a time, in order to provide students with more choices and let them really master one or two sports techniques and exercise methods. Adhere to fitness for many years and lay a solid foundation for lifelong fitness. Giving each student a function card for reaching the standard, taking exams and checking attendance can solve the freedom of choosing projects and teachers. As long as each student gives this card to the teacher, he can attend the class. The teacher gives the students an excellent, good, medium, pass and poor score (A, B, C, D, E) according to their practice in class, and returns the function cards to the students after class. So that we can choose projects in the next class. As long as the teacher holds the students' option function card, he can master the students' sports standards, test scores of various items and the amount of exercise in each class; When students choose a project to study, the list of project teachers, that is, the teacher's name, age, professional title, major of graduate school, content of project teaching materials, difficulty, teaching progress assessment standards and other basic information. All of them were distributed to the students. This is conducive to mutual understanding and communication between teachers and students. More importantly, teachers and students have a clear understanding of what to learn, how to learn, what to teach, how to teach, what to test, what to test, what to practice and how to practice, as well as the basic situation of students. Only in this way can we achieve orderly teaching and scientific and reasonable student flow. A brand-new platform for choosing education mode will appear.

(B) Students' choice of teachers promotes teachers' knowledge updating.

At present, physical education teachers in China are required to be "multi-skilled", but there are often many experts and few generalists. Teachers, as experts, often play a prominent role in special events when choosing physical education classes. This can not only give full play to their own expertise, but also improve the teaching effect, which is acceptable to both teachers and students. According to our questionnaire survey on selective education and special education, it is scientific, knowledgeable, effective, interesting and lifelong. The results show that selective education is obviously superior to special education. Choosing education is not only convenient for teachers to attend classes, but more importantly, it mobilizes students' enthusiasm for exercise and gains from learning. They encourage each other and form a virtuous circle, which is conducive to the improvement of teaching and learning. It can overcome the disadvantages of non-competition between teachers of traditional courses and specialized courses and raise college physical education to a new level. Students choose teachers to promote teachers to prepare lessons carefully, study teaching materials and teaching methods, promote teachers' knowledge renewal, strengthen teacher-student communication, improve teacher-student relationship, introduce competition mechanism and improve teaching effect.

Third, choose the supporting examination method of education mode.

The choice of examination education mode must break through the traditional teaching methods and special teaching methods. Corresponding students should also have a choice in the exam. This way of choosing exams serves the choice of educational content, and the choice of educational content and form serves the real learning of 1-2 fitness methods and means. Therefore, choosing exams is a supporting policy for choosing education. The contents of technical examination and course selection can be consistent or inconsistent, giving students a choice. Our specific approach is:

(A) the proportion of examination distribution

Physical education scores account for 40%, technical examination accounts for 40%, theoretical examination accounts for 10%, and learning attitude accounts for 10%.

(2) Technical skill examination

Technical skill examination is divided into new technical skills and old content that has been learned or has developed exercise habits before. In the examination of learning new technology, it is relatively difficult to teach new content because of the short time of learning technology, so the scoring standard should be lower, which not only conforms to the actual situation, but also encourages students to accept new technology and master new content, which is conducive to all-round development.

What you have learned before (old textbooks) or the exercise habits you have developed are all textbooks you are familiar with or good at. The difficulty is low, and the scoring standard is slightly higher. In this way, some students can be encouraged to exercise all the year round with their own skills, and truly form their own exercise expertise, persevere and benefit for life.

Two standard examination methods, new technology and old skills, prevent the practice of "one size fits all, one pot cooking", which not only gives students a choice, but also helps to master the formation of 1-2 exercise method and benefit them for life. It can also make students in a relaxed atmosphere like class, reduce psychological pressure and be conducive to growth.

Four. Concluding remarks

1. physical education class's theory of selective education in colleges and universities has expanded the idea of physical education reform in colleges and universities ideologically, enriched the connotation of physical education class in content, and opened up a new teaching mode in form: a new class organization form which is excellent for teachers and students and conforms to the educational law has been found in methods. For colleges and universities

Abstract: Classroom management is the key to improve the quality of physical education. In this paper, the relationship between teachers and students, teaching content, teaching methods and teaching evaluation in physical education teaching are deeply analyzed and studied, which provides a new theoretical basis for physical education curriculum reform, teaching management and teaching strategies of physical education teachers.

Paper Keywords: PE classroom management evaluation mechanism

Physical education classroom management is an important part of physical education curriculum reform, and it is also the focus of school physical education reform under the new situation. The traditional teaching management mode can no longer meet the requirements of the times, nor can it meet the needs of students' all-round development. Based on this, this paper discusses that the core of the smooth implementation of physical education curriculum and teaching in colleges and universities in the new period is organization and management. Physical education teachers should regard teaching as an open system, which can maintain the exchange of energy, material and information with the external environment, and maintain the harmonious development of management on this basis. Physical education teaching management is the main part of school management. Physical education teaching management, like other teaching management, also contains educational significance. It lies in the most effective realization of school physical education tasks and physical education teaching objectives, mainly focusing on organization, coordination and control, so that teaching activities have a good state, conditions and order. The factors that affect classroom management are teachers, students and teaching environment.

1 Good teacher-student relationship is the core of classroom teaching organization and management.

Management is the premise of effective teaching, and the core content of management is the management of people (students). A good teacher is also a good manager. They can create a good classroom teaching environment, so that students have more learning opportunities and fewer problems. Students selectively self-process the influence of teachers' teaching, establish a new quality structure and form a new self-process. You should take the initiative to talk to them; Understand students' different living environments and lifestyles; Sincerely care about the social problems faced by students; Familiar with and understand students' leisure hobbies.

There are four core concepts in teaching, namely, participation, cooperation, respect for differences and experiencing success. Therefore, the benign interaction between teachers and students plays a key role in teaching organization, teaching effect and the realization of teaching objectives. Teachers' organization and management of teaching includes the organization and management of students, the management and rational use of venues and equipment, the selection and application of teaching materials, and the evaluation of students. We will elaborate them separately below.

1. 1 Building a distinctive teaching organization and management system

The characteristics of teachers' roles change with the changes of society. In the new era, teachers have changed from imparting knowledge to promoting learning, from curriculum recipients to resource developers, from teaching practitioners to curriculum researchers, and from single managers to comprehensive guides. Now the role of a teacher is no longer like a "teacher" who teaches simple knowledge. They should not only impart knowledge from books to students, but also mobilize students, coordinate teaching and learning, and organize students to study effectively. Therefore, PE teachers should have their own style in the process of implementing management, and implementing different management strategies for different students can also be regarded as "teaching students in accordance with their aptitude". China's modernization needs people with personalities, and both teachers and managers should pay attention to cultivating students' personalities. Personality managers (physical education teachers) can give more consideration to students' hobbies and personality development when organizing the teaching of management courses.

1.2 Develop a scientific classroom management mechanism

Orderly teaching management must have reasonable classroom rules. Sports is a culture that pays attention to participation. Physical education classroom rules should be discussed and formulated by teachers and students as much as possible to enhance students' sense of ownership. Rules should be related to before class, such as the preparation of clothing and venue equipment; In the classroom, such as class gathering, class etiquette, detention, organizational requirements, class attitude, assessment discipline, class dismissal on time, etc. After class, for example, assign homework and get the equipment back. Teachers should actively and concisely state the rules so that every student can understand and be familiar with them. Physical education class has a sports committee member, and the specific candidate is elected by all members through democratic consultation. As the teacher's assistant, the sports committee urged all members to implement the rules. Take the initiative to feedback the implementation to the teacher after class and build a bridge of direct communication with students. Establish an evaluation mechanism for classroom attitude and behavior records, and those who violate the rules will be deducted. At the end of the semester, according to each student's deduction, physical education class's attitude and behavior score will be included in the total evaluation score of physical education class.

Consistency and continuity in the implementation of 1.3 rules

Teaching management is a process in which teachers coordinate various factors such as people and things, time and space and their relationships in order to ensure the order and benefit of classroom teaching. In the whole process, teachers should change various roles, such as teachers, managers, problem judges and handlers. In the interpretation of various roles, we should pay attention to the consistency and continuity of rule execution. Otherwise, it will create a disorderly environment and produce a "broken window effect". The broken window effect was put forward by foreign scholars, mainly talking about a psychological suggestion. If one person destroys it, it will have psychological implications for others and make the injury more serious. 2. Teachers' teaching content, organization and methods have been continuously improved.

From a macro point of view, the implementation of a sports concept, no matter how to devote to the reform of teaching content, teaching improvement or the overall reform of physical education teaching mode, must be implemented through a certain form of physical education teaching organization, and the reform of physical education teaching organization form is always integrated with the reform of teaching methods and even the whole teaching mode. Therefore, whether the organizational form of physical education teaching is reasonable or not directly affects the process and effect of teaching activities. Effective teaching organization involves the choice of teaching methods, teaching contents, curriculum elements and teaching organization forms. Teachers will use various teaching methods to attract students' attention in class. After the implementation of the new curriculum standards, it can be predicted that the traditional and single physical education teaching organizational form will change and be replaced by rich and diverse teaching organizational forms.

2. 1 Diversification of organizational forms of physical education teaching

At present, physical education teachers generally adopt the following teaching organizational forms: strict teaching organizational form, teacher-centered teaching organizational form, unchangeable classroom teaching procedure, administrative class-based teaching organizational form, gender-segregated teaching organizational form, and separate teaching organizational form. In my opinion, PE teachers should consider that physical education class is a practical activity class when choosing teaching organization, and let students have sufficient and enjoyable activities in a limited time. Too many complicated constraints and restrictions can only cause students to lose interest in physical education class and then stop taking part in sports activities. If this happens, lifelong physical exercise will be impossible.

2.2 change the traditional physical education teaching methods and models

The so-called traditional school is what teachers often say: everyone should learn from me and all students should act in unison. This kind of teaching pays too much attention to the realization of teachers' "teaching" and ignores students' active learning, which also makes some students too dependent on teachers and unable to make their own inventions. It is a typical teacher-centered teaching model. Teacher-centered or student-centered, these two models also have problems in teaching. What about the systematic teaching method? Systematic teaching method attaches great importance to the systematicness of students' technical action learning. Teachers who support this teaching method generally teach step by step. They are unwilling to break the teaching procedures and steps and systematically teach and educate a few students with solid basic skills. However, most students are tired of this kind of study. No wonder physical education class's evaluation now is that "students like sports, but they don't like physical education class".

3. Reasonable teaching evaluation

In teaching, it is very important to evaluate students objectively and fairly. Physical education teaching evaluation is the basic link of physical education teaching activities, and it is the value judgment of students' learning effect and teachers' teaching effect. It can regulate teaching activities and know the direction of teaching. It designs the healthy growth of students, the reasonable improvement of teaching, the understanding and evaluation of students by parents and society, so reasonable evaluation methods and means should be adopted in the evaluation. At present, there are many evaluations of school physical education, and they are becoming more and more mature. Generally speaking, evaluation is a dynamic evaluation process and cannot be viewed separately. The evaluation of students should be dynamic, including students' self-evaluation, students' mutual evaluation, teachers' evaluation of students and students' evaluation of teachers, and the combination of stage evaluation and long-term evaluation.

4 conclusion

The related subsystems of physical education classroom teaching in colleges and universities should closely cooperate with the teaching of physical education teachers to make the factors such as schools, physical education teachers and students harmonious. Physical education teaching management should follow the concept of "people-oriented" in quality education, and build a harmonious physical education teaching management environment and atmosphere with the guiding ideology of developing students' subjective education as the mainstay and management as the supplement. The evaluation of physical education teaching should be fair, objective and reasonable, which is conducive to mobilizing the enthusiasm of students to participate in physical education teaching, promoting the teaching quality of physical education teachers and realizing the goal of cultivating students' lifelong physical exercise in physical education teaching in colleges and universities. We should correctly understand traditional physical education, inherit and carry forward excellent traditional physical education teaching ideas, and at the same time carry out teaching reform with new physical education teaching ideas.