Ways to Improve the Efficiency of P.E. Teaching in Colleges and Universities Based on Behavior Characteristics*

By Ni, Wei; Liu, Juan et al. | Kuram ve Uygulamada Egitim Bilimleri, December 2018 | Go to article overview

Ways to Improve the Efficiency of P.E. Teaching in Colleges and Universities Based on Behavior Characteristics*


Ni, Wei, Liu, Juan, Yu, Yongfei, Kuram ve Uygulamada Egitim Bilimleri


In order to solve the problem of uneven level of P.E. teaching in colleges and universities and further improve the teaching level of P.E. in colleges and universities, this study conduct an in-depth exploration on the way of improving the efficiency of P.E. in colleges and universities based on behavior characteristics.

At the end of last century and the beginning of this century, the statistical analysis method was gradually introduced into the research of P.E. in colleges and universities. Quantitative research makes the analysis of the teaching process more flexible, and also makes the teaching experience of P.E. in colleges and universities scientifically expressed and popularized (Manross & Templeton, 1997; Martin & Kulinna, 2005). In order to effectively improve the efficiency of P.E. teaching in colleges and universities, some researchers focus on the modeling of teaching behavior characteristics of senior P.E. teachers (Morgan, Kingston & Sproule, 2005); some researchers focus on the modeling of interaction between teachers and students from the point of view of communication between P.E. teachers and college students (Gallé et al., 2015); some researchers deconstruct and analyze the teaching behavior characteristics of P.E. teachers in colleges and universities based on the perspective of college students (Sinelnikov, 2009); some researchers group P.E. teachers in colleges and universities according to their ages and conduct cluster analysis on the teaching behavior characteristics of teachers at different ages (Murcia, Lacárcel & Álvarez, 2010); some researchers conduct a comprehensive analysis on the positive and negative factors in improving the teaching behavior of P.E. teachers in colleges and universities (Kimball, Jenkins & Wallhead, 2009). Although the predecessors have done a lot of useful research work, they more or less ignore the research on ordinary P.E. teachers.

In order to effectively improve the overall level of P.E. teaching in colleges and universities, this study takes ordinary P.E. teachers group as the main research object, points out the shortcomings of behavior characteristics of ordinary P.E. teachers, and puts forward the corresponding improvement methods through the difference analysis of behavior characteristic between this group and senior P.E. teachers. The follow-up investigation shows that the improvement methods proposed in this study can effectively improve the teaching quality of ordinary P.E. teachers. The research results of this study provide a clear way of improving the efficiency of P.E.in colleges and universities, which is of great significance to promote the transformation of the ideas of higher education development.

Part 1 is introduction; Part 2 introduces the design method of the questionnaire on behavior characteristic of P.E. teachers; Part 3 analyzes the differences in behavior characteristic between ordinary P.E. teachers and senior P.E. teachers; Part 4 puts forward the ways to improve the efficiency of P.E. in colleges and universities based on the shortcomings of behavior characteristics of ordinary P.E. teachers; Part 5 is the conclusions.

Design of Questionnaire on Teaching Behavior Characteristics of P.E. Teachers

Subject of questionnaire

This study collects teaching behavior characteristics of P.E. teachers in four universities in Shaanxi Province by means of questionnaire. According to the results of year-end assessment and peer review in the last three years, all P.E. teachers are divided into two groups: senior P.E. teachers and ordinary P.E. teachers. Different from the previous methods of identifying senior P.E. teachers, this study does not regard the age factor as the basis for the identification of senior P.E. teachers, but takes the business performance as the only measurement index. This method makes the classification of P.E. teachers more scientific and the collection of teaching behavior characteristics more credible. …

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