Abstract: Based on the research results of teaching mode at home and abroad, this paper explains the concept and components of physical education teaching mode, discusses the basic procedures and requirements of constructing physical education teaching mode, and under the guidance of dialectical theory, expounds and demonstrates the inherent limitations and variability of physical education teaching mode, corrects the extreme thought of "the best teaching mode" with superior effect, and puts forward the idea that physical education should return to nature, essence and law.

Paper Keywords: physical education teaching mode; Physical education teaching thought; Physical education teaching theory; Physical education teaching practice

First, the concept and elements of physical education teaching model

(A) the concept and interpretation of the model

Mode refers to the standard form of things or the standard style that people can follow. Mode is the mode and style of the operation process of things with characteristics.

Cha Youliang, a scholar in China, said: "Mode is an important method of scientific operation and thinking. In order to solve specific problems, it reproduces some essential characteristics of prototype objects under certain abstract, simplified and hypothetical conditions; As an intermediary, it is a scientific method to better understand and transform prototype objects and build new objects. Starting from practice, after generalization, induction and synthesis, various models can be put forward, and once the model is determined, it is possible to form a theory; We can also put forward various models based on theory, analogy, deduction and analysis, thus promoting the development of practice. " It can be seen that mode is a scientific method, an intermediary link between theory and practice, and a standard or norm that can be imitated. Pattern method is expressed as: prototype-pattern-new type.

(B) the concept and components of physical education teaching model

1. The concept of physical education teaching mode

Because of the complexity of teaching itself, there are many definitions in understanding and applying physical education teaching mode. So far, physical education teaching mode is still a concept with different opinions. Fang Jianxin and Yu Xiaozhen thought: "Physical education teaching mode refers to a relatively stable classroom teaching structure with certain typical significance under the guidance of certain physical education teaching concepts. It is a standard style and standard structure that people can follow. " Sun Changlin and Zhao Naihong defined it as: "Physical education teaching mode refers to the basic structural framework in which various physical education teaching activities are relatively stable under certain conditions and environments and under the guidance of certain physical education teaching ideas." Chen Jianji's definition is: "Physical education teaching mode is a physical education teaching mode, which is established under the guidance of certain physical education teaching ideas or theories, and is a comprehensive and relatively stable strategic system related to physical education teaching objectives, physical education teaching contents, physical education teaching procedures and physical education teaching methods." It can be seen that any physical education teaching mode is put forward under the guidance of specific physical education teaching ideas and theories, and its main body is the teaching process and corresponding teaching methods. The difference of each physical education teaching mode is mainly reflected in the different structural design of the teaching process.

2. The concept and elements of physical education teaching mode

We can refer to the previous research results and define the physical education teaching mode as: the physical education teaching mode is a teaching procedure that embodies certain teaching ideas, which includes a relatively stable teaching process structure and corresponding teaching method system, mainly embodied in the design and implementation of teaching units and teaching courses. Any physical education teaching model is composed of three basic elements: teaching guiding ideology, teaching process structure and corresponding teaching method system: teaching guiding ideology is the "nerve" that plays a coordinating and commanding role in the teaching model, which embodies the theoretical nature of the physical education teaching model; The teaching process structure is the "skeleton" supporting the teaching mode, which embodies the stability of the physical education teaching mode; The teaching method system is the "muscle" of the teaching process, which embodies the intuition and operability of the physical education teaching model.

Second, the construction procedures and basic requirements of physical education teaching mode

(A) the basic procedures for the construction of physical education teaching model

The first scheme is to clarify the guiding ideology and establish the modeling goal. According to the goal of physical education teaching, the guiding ideology of modeling is clear. On this basis, the goals (expected results) and final goals (expected results) of each stage of the modeling process are established. A certain teaching idea or teaching theory is the basis of establishing teaching mode. Different teaching concepts or teaching theories can establish different teaching models.

The second procedure is to explore the typical experience and grasp the basic characteristics. On the basis of completing the first program, this paper explores a good typical experience (model prototype) that can achieve the goal of physical education teaching by means of investigation and so on, and models it as a case; The case (pattern prototype) is analyzed by pattern method, and the basic characteristics and process are summarized.

Scheme 3, overall optimization. The formation of a new physical education teaching mode also means the change of a teaching system, that is, under the guidance of a new teaching concept, the design of teaching process, the choice of teaching methods and the choice of teaching evaluation methods are integrated to form a brand-new course. Therefore, the formation of new physical education teaching mode will inevitably lead to the overall optimization of teaching procedures, thus producing better teaching results. If there are only partial changes without overall optimization, it cannot be said that an ideal physical education teaching model has been formed.

Step 4: Determine the key words and make a brief qualitative statement. Determine the key words (for example, "skill mastery" mode and "discovery" mode) that describe the physical education teaching mode constructed in the experiment. On the premise of determining the key words, give a brief qualitative description of this physical education teaching mode (such as "discovery" mode: a physical education teaching process with the goal of developing students' creative thinking and improving their problem-solving ability, so that students can acquire new knowledge and experience in solving problems and master learning and thinking methods through themselves). ? Scheme 5, implement teaching activities against the prototype of the model and summarize the evaluation feedback. In the whole process of implementing teaching activities, we should make records and tests, and summarize and evaluate the results of practical tests in order to improve them.

(B) the basic requirements of building a physical education teaching model

1. conforms to the law of historical development and meets the needs of reality and the future.

Physical education teaching mode is a reflection of certain physical education teaching ideas, but it is not static or simple correspondence, but an organic combination, which considers the nature and connection of physical education teaching objectives, contents, procedures and methods from a far-reaching theoretical background. The exploration of physical education teaching mode must be guided by the concept of conforming to the law of historical development, reality and future needs.

2. Follow the laws of physical education teaching and implement the principles of physical education teaching.

The law of physical education teaching is an inevitable phenomenon in the process of physical education teaching, which is closely related to the particularity of physical education teaching and changes regularly. The principle of physical education teaching is the most basic requirement to implement physical education teaching, the most basic factor to maintain the essence of physical education teaching and the basic standard to judge the quality of physical education teaching. Therefore, whether in the process of constructing or using the physical education teaching mode, we must follow the laws and principles of physical education teaching.

3. Innovation and reference are organically combined.

Innovation is to abandon IH and create new ones; Learning from others is to make use of others' achievements and learn from others' experiences and lessons. We advocate the combination of innovation and reference, which is to sum up the successful physical education experience and theory accumulated at home and abroad. Under the guidance of correct physical education thought, according to the tasks entrusted to physical education by quality education, we should break the shackles of customary forces and subjective prejudice, study new situations, solve new problems, make our thoughts conform to reality, and make subjective and objective conform to the requirements of the times, so as to raise the establishment of physical education teaching mode in China to a new level.

4. Integrate the teaching system and overcome simplification and stylization.

The formation of a new physical education teaching mode refers to the integration of the design of teaching process, the choice of teaching methods and the choice of teaching evaluation methods under the guidance of new teaching concepts to form a brand-new course. Therefore, it is necessary to comprehensively analyze the functions and functions of various physical education classroom structures, forms and teaching methods, and choose the best teaching process structure and teaching methods according to the objectives and conditions and form a system. At the same time, other types of teaching modes should be supplemented to overcome the problems of simplification and stylization and seek the best teaching effect from the combination of diversified modes.

Third, the inherent limitations and variability of physical education teaching model

(A) the limitations of physical education teaching model

While fully affirming the function of physical education teaching mode, we must see its inherent limitations. The Teaching Mode, co-authored by Joyce and Weil in the United States, holds that "the' good' and' bad' teaching methods are relative to specific teaching tasks and teaching objects, so there is no' best' teaching method suitable for all teaching tasks and objects. Therefore, on the issue of teaching methods, we must oppose' absolutism' and advocate diversity. " A specific teaching model can only reflect some factors under the guidance of a certain teaching concept. For example, under the guidance of humanistic education thought, the learning-guided and discovery-based physical education teaching mode mainly highlights the application of autonomous learning methods. Target teaching mode, emotional teaching mode, successful teaching mode, happy sports mode, etc. , mainly reflects their own sports values, has its own characteristics. Although they are related, they are not completely compatible, so they cannot replace each other. Only according to the teaching objectives, teaching materials, students' situation, teaching conditions and other specific realities, reasonable selection and reference, flexible use, can we achieve good results.

(B) the variability of physical education teaching mode

Any model should be a dynamic system that is constantly changing and updating. Although a pattern has its stability once it is formed, it does not mean that its internal elements and non-essential structure will not change. Therefore, stability is relative and temporary, change is absolute and development is inevitable. With the gradual deepening of physical education teaching practice, the continuous development of physical education teaching theory and the renewal of teaching concepts, people will adjust and update the elements or structures in the original model and inject new contents. It is this renewal and change that makes physical education never stop developing and full of vitality.

To sum up, the teaching mode can be regarded as the intermediary and bridge between the teaching system, the teaching process and the teaching method, the extension of the teaching system and the teaching process, and the basis for how to achieve the teaching objectives and program evaluation most effectively. In the end, sports will return to nature and fully show its own characteristics and teachers' personality. Return to the essence, give full play to students' subjectivity in the learning process, and develop students' learning and creative potential; Return to the law and follow the basic laws of physical education teaching.

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