Liu Chao, Dong Cuixiang, Li Xiaohui, Huang Huanhuan, Wang Qiulin
College of Physical Education, Yangzhou University, Yangzhou 225009, China.
College of Physical Education and Health, East China Normal University, Shanghai 200241, China.
Behav Sci (Basel). 2023 Mar 12;13(3):251. doi: 10.3390/bs13030251.
This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used-lecture, practice, and dialogue-with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse-motivational, directive, specialized, transitional, and regulatory-with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices.
本研究评估了最近提出的中国健康体育课程模式，该模式旨在满足体育课程改革的建议，以应对中国学生身心健康水平下降的问题。我们使用体育课堂教学行为分析系统对41个体育课堂教学案例进行视频分析，以提供定量和定性的行为数据。我们建立了课堂教学行为指标的参考范围，总结了课堂教学模式，并评估了课堂话语和情感氛围。值得注意的发现包括，小学教师比高中教师更频繁地使用封闭式问题、可预测的回答和一般性反馈，球类运动教练比田径教练更频繁地使用示范和竞赛。总体而言，三种教学模式最为常用——讲授、练习和对话，其中练习占主导地位。对教师最常说的50个单词的分析确定了五种话语类型——激励性、指导性、专业性、过渡性和规范性，其中激励性话语最为频繁。课堂氛围主要是积极的。这些发现证明，使用这种课程模式可能会给中国的体育课堂教学方法带来积极变化，并为后续创新性体育课堂教学实践提供参考。
