1 Definition of concept

Learning weariness is a psychological phenomenon that students feel disgusted, disgusted and even painful because of their lack of interest in learning itself. It is the rejection of accepted knowledge by the learning subject under the influence of subjective and objective factors, which leads to laziness in learning behavior [3]. The main manifestations are: students' understanding of learning is biased, they treat learning emotionally and negatively, and they actively stay away from learning [4].

2 Cause analysis

2. 1 cultural background

China's traditional culture is the culture of agricultural society and the cultural product of autocratic monarchy and feudal patriarchal clan system. Agriculture is the mainstay, and agriculture is the foundation of survival. Under the strong thought of attaching importance to agriculture, the national character is mainly characterized by conservatism and exclusion, frugality and patience, ignorance and pride, and preference for stability and comfort. Under the system of ethics assisting politics, people governing the country, autocratic monarchy and religious system, the national character is mainly manifested in moderation, forbearance, modesty, quietism, thin limbs and heavy spirit. Most of the ancient sports forms in China did not advocate competition, but paid attention to self-cultivation, which formed a sports cultural form with strong self-entertainment and influenced it to this day. At the same time, the indifferent attitude towards the value of sports activities came into being. The traditional cultural mentality is embodied in sports, that is, pursuing entertainment rather than winning or losing; Take care of your health and don't take risks.

2.2 Social status quo

The national character is mapped to the specific operational level, which is manifested as "emphasizing morality over body, emphasizing literature over martial arts". It is a prominent social concept in the history of China that "morality is valued but light body is valued, and literature is valued over martial arts". This concept was intentionally strengthened by the rulers of past dynasties and became the basis and criterion of people's behavior and value orientation [5]. "Paying attention to morality and neglecting physical fitness" attaches importance to thrift and wasting energy, and promotes internal cultivation through poor management and respect for reading and introspection. "Paying more attention to literature than martial arts" leads to people's contempt and rejection of sports in thought. In the era of knowledge economy, mental work plays an increasingly important role in the development of productive forces. With the wide use of semi-automatic and intelligent machines, material production is extremely rich, and there are many means of leisure and entertainment. Insufficient exercise has become a common problem of human beings. Exercise is the product of earning more money than living. Comparing with various fields of sports, it is not difficult to find that school sports and professional league sports are public welfare cultural undertakings that social mechanisms first pay attention to and continue to help, and are areas where the whole society still has spare capacity to develop while maintaining food and clothing. Both of them are the products of social leisure, while community sports are the products of people's liberation from heavy life and work and their own leisure time. Concept determines people's behavior, and attention to help and leisure liberation is limited by time and space. Since ancient times, sports have never been widely supported and developed. The original sports industry with independent intellectual property rights is the foundation of the development of modern sports culture. At present, there is no widely recognized sports culture in society. The poverty of sports culture leads to the desolation of sports spirit and the blindness and lack of sports behavior. The dual role of traditional sports culture and modern sports culture, without administrative assistance, makes leisure sports easily marginalized and has not become a "necessity" of life like the West.

2.3 Teaching dilemma

At present, the concept, mode, content and setting of secondary vocational education have not fully adapted to the requirements of social and economic development for training high-quality workers and skilled talents. People have realized that the teaching theory of vocational education is a professional teaching theory, not a subject teaching theory. Affected by subject teaching, the existing curriculum teaching in secondary vocational schools is still isolated and scattered, and the lagging professional teaching standards fail to establish a new curriculum system and its supporting textbook system in time, resulting in a one-sided phenomenon of "emphasizing skills over body and technology over foundation" and failing to strike a balance between the demand of labor market and the cultivation of students' professional ability. As for the physical education and health curriculum, although the definition of the new curriculum, including the description of the curriculum and tasks, has increased the connotation of health education in the national syllabus or curriculum standards, due to the lack of serious research on the educational model of the new curriculum, the new curriculum exists in name only, especially in the specific operational level, students' source base is very different, students' learning ability is uneven, and teachers can't get rid of the original basic framework of physical education class teaching because of its complexity.

2.4 contradiction between subject and object

Compared with the participants in physical education and health course teaching in secondary vocational schools, it is not difficult to find that the physical mentality of secondary vocational school students is still in the stage of development and perfection, and their physical development has certain imbalance and instability, which is mainly manifested in the temporary decline of motor coordination ability and slow movement [6]. Psychologically, secondary vocational school students are unstable at this stage, their willpower cannot stand the test of failure, and their endurance to class fatigue is poor [7]. Influenced by the concept of social employment, students think that sports learning has nothing to do with employment, which leads to low interest in sports learning. On the other hand, it is easy to draw the following conclusion: influenced by the traditional physical education teaching methods, physical education teachers unconsciously apply the teaching methods of ordinary classes, with strict teaching organization, more explanations by teachers, less practice by students, accurate movements and neglect of the major contents of student activities. The cognitive level of secondary vocational school students is limited, and the principles of some technical movements are simply unacceptable [8]. However, like the advanced understanding of cognitive knowledge, the learning and practice of operational knowledge should also be evolutionary, and the essence of this process is from the generalization of rough framework to fine differentiation to skilled automation. Not emphasizing the standardization and integrity of technology does not mean weakening the transmission of technology. Physical education and health courses in secondary vocational schools should stick to this essence.

3 mode structure

The programmatic document guiding the current teaching of physical education and health courses in secondary vocational schools is the Guiding Outline of Physical Education and Health Teaching in Secondary Vocational Schools. Compared with the curriculum standards of the new curriculum reform of basic education, it is not difficult to find that the education department has realized that the Outline is too rigid and rigid in the operation and implementation of specific courses in secondary vocational schools from the changes in the names of secondary vocational schools in the 2000 and 2009 editions.

3. 1 Secondary vocational education is an important part of high school education. The goal of physical education and health curriculum in secondary vocational schools is to choose a new curriculum model, so that it can provide maximum educational help to meet the employment standards and requirements of enterprises and industries at the general and special levels. Generally speaking, it refers to its role as a basic course in secondary vocational schools in guiding students to establish a correct concept of sports health and improving students' ideological quality and cultural accomplishment; Special means that it lays a foundation for professional learning and skill development, meets students' career development needs and promotes sustainable learning. Physical education and health courses in secondary vocational schools are carried out in a comprehensive mode. In the course setting, the internal system and logical order of the subject itself are not emphasized, and the subject course is changed into an experience course of "experiencing healthy physical activities and spirit" and a regression course of "serving science" and "serving life"; In the course design, the unique contents, methods and means of the course in cultivating and developing the post professional ability are refined around the post professional ability demand; In the course content, we have not overemphasized the standardization and integrity of technology. In view of the special needs of different majors for students' sports literacy in the future, combined with students' own life experience, some contents of health education are reflected in physical education teaching. In the course implementation, on the basis of reforming the classroom teaching system, we should keep those effective teaching procedures and steps, adapt and innovate faithfully, and make the "course implementation" develop in a democratic and open direction; In curriculum evaluation, quantitative knowledge and skills evaluation is combined with qualitative explicit non-intelligence factor evaluation, and school evaluation, teacher evaluation, student evaluation and industry enterprise evaluation are combined [9]. According to the professional catalogue of secondary vocational schools [10], combined with the characteristics of the occupations that students will be engaged in in in the future and the special needs of occupations for physical fitness, according to the main body postures (sitting, standing, walking, running, jumping, crawling, etc. ), operation action (speed, accuracy, amplitude, structure, etc. ) and the nature of business activities (static and dynamic) when working in various professional positions. According to the nature of the business activities of each major, the majors of finance and trade, culture and art, judicial service, public management, information technology, public service, medical and health care, leisure and health care are divided into static fixed capital majors; Tourism service, pre-school education, culture and art (performance), agriculture, forestry, animal husbandry and fishery, resources and environment, energy and chemical industry, Shui Mu water conservancy, processing and manufacturing, textile and food, transportation and other majors are listed as mobile posture change majors. The post work of static consolidation major is mostly static exercise, which requires high physical strength and endurance. Sitting at a desk or standing for a long time is easy to cause chronic skeletal muscle strain; The post work of mobile posture changing major mostly belongs to dynamic exercise, which requires high speed endurance and absolute strength, and the labor intensity is high, and some muscles of limbs are prone to rigidity. For students majoring in static capital, strengthen the relative strength of neck, shoulder, waist and abdomen, static endurance and coordination sensitivity; For the major of moving posture change, we should focus on strengthening the absolute strength and comprehensive physical fitness of upper and lower limbs. In practice, P.E. teachers should select the items in the compulsory basic modules according to the core physical fitness requirements of different majors on the basis of the existing syllabus, distinguish the assessment standards of different majors, and actively guide the contents set for students' interests and physical condition in option expansion module A to the restricted contents with special requirements for physical fitness and skills in expansion module B, so as to realize the transformation from fitness, entertainment and health care to career development.

3.2 Teaching At present, physical education in secondary vocational schools mainly adopts the class teaching system, and classroom teaching is carried out according to a fixed schedule, the number of students and roughly similar age levels. This is an expedient measure to organize the teaching process purposefully and planned in the absence of hardware facilities. This unified and synchronous teaching organization greatly restricts the personality development of students in physical education, in which the body directly participates in activities. In order to reflect the dynamic educational characteristics of physical education and health courses, we should choose the classroom organization forms and methods that are conducive to strengthening teacher-student cooperation and students' multi-directional communication according to the basic characteristics and applicable standards of activity courses and the applicable scope of different teaching contents and stages. Combining the two basic teaching organizational forms of dynamic teaching, namely "course selection system" and "centralized and decentralized system", it not only considers the basic characteristics of students' physical health and physical strength differences, but also combines the special needs of professional development for sports literacy. It is a useful attempt to combine the above two teaching organizational forms by selecting the items suitable for developing the post-specific physical fitness according to the needs of different professional characteristics in each grade of the professional department. In view of the dynamic characteristics of selective centralized teaching and decentralized practice, based on the differences in basic teaching organization and selective teaching materials, the teaching of high-skill combination projects should change from "prompt synchronous learning" to "cooperative synchronous learning", that is, from "explanation-demonstration-practice" to "discussion-comment-improvement"; For the teaching of centralized cooperation, peer cooperation or antagonistic projects, the teaching mode of "cooperative group learning" should be adopted, that is, "reasonable group-group activity-evaluation (competition)"; For the teaching of entertainment games, the teaching mode of "edifying group learning" should be adopted, that is, "creating situations-participating in activities-emotional experience" [12]. Of course, the model is just a means. In order to achieve this goal, the above teaching modes classified according to project characteristics can be used for reference. "practice practice" teaching method is a traditional teaching method, which develops thinking ability through "intuitive perception" teaching method (demonstration and observation) and "language expression" teaching method (lecture and discussion). With the establishment of students' dominant position in teaching, the emphasis on "teaching methods" has changed to "learning methods" to improve students' ability to explore, discover and solve problems. The application of this method has strong pertinence. If the method is regarded as a means to achieve the teaching goal, then the teaching content arranged to achieve the curriculum goal is the basis to determine the personality characteristics of the method. The teaching content of physical education and health courses in secondary vocational schools determines that the selection of teaching methods should deal with the relationship between intensive teaching, more practice, more intuition and less abstraction, more inspiration and less indoctrination, more cooperation and less command, more exploration and less cramming.

3.3 The evaluation is based on the inseparable relationship between secondary vocational education and general education. In the past, the evaluation of physical education class in secondary vocational schools also followed the general educational practice, only paying attention to biological effects and ignoring others, in order to promote teaching by evaluation, which led to the deviation of educational orientation. The evaluation of students' learning effect of physical education and health courses in secondary vocational schools should not only quantitatively evaluate the standard level of National Students' Physical Health Standard and their mastery of physical education and health knowledge, but also take more qualitative and developmental evaluations to promote physical and mental health, social adaptation and improve professional quality, and pay attention to students' progress and development potential. The evaluation of teachers' teaching effect should be based on whether the teaching level can be continuously improved and improved, rather than unilaterally pursuing the standardization of classroom forms, and paying attention to the effectiveness of teaching implementation and innovation; It is stipulated in the outline that "Students' Physical Health Test Standard" occupies a very important position in the evaluation, but the evaluation indicators in the standard only involve body shape, function, quality and sports ability, and do not list the indicators of general health status. Students should be taught to simply check and evaluate various health indicators related to occupational diseases. The particularity of vocational education determines that the main body of teaching effect evaluation of physical education and health course in secondary vocational schools includes not only schools, teachers and students, but also professional posts and industry units.

4 conclusion

There are many reasons why secondary vocational schools are "tired of learning" in physical education and health classes. Previous studies have mostly started from the differences of objective students, the single venue and facilities, the lag of subjective teaching reform, and the supremacy of disciplines, and less explored the cultural background, social consciousness and teaching philosophy of the phenomenon of learning weariness. This paper attempts to reveal the nature of sports weariness of secondary vocational school students from the above three aspects, and summarizes the main framework of comprehensive curriculum model of sports and health in secondary vocational schools based on professional characteristics and job requirements. In order to give full play to the role of physical education and health curriculum in integrating professional teaching elements and teaching activities, and promote the formation of students' professional characteristics and professional ability, this paper provides solutions.

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