Problems and Improvement Measures in the Evaluation of Middle School Physical Education Teaching Problems and Improvement Measures in Middle School Physical Education

Teaching evaluation is an important part of teaching. It is based on teaching objectives, the use of effective evaluation techniques and means of value judgment of teaching. For physical education, teaching evaluation mainly has the following roles. First of all, physical education teaching evaluation can produce positive effects. By analyzing and evaluating the students through the relevant evaluation indexes, the students can realize their strengths and weaknesses, fully mobilize their learning and practicing enthusiasm, and achieve the teaching purpose of guiding the students to learn positively. Secondly, the evaluation of physical education has the role of goal correction. In the relevant evaluation, by comparing with the relevant standards, teachers and students can find out the deficiencies in teaching and learning in time, so as to correct the learning objectives of students. Again, physical education evaluation also has the role of experience exchange. Let students participate in the activities of physical education teaching evaluation, can be achieved so that students evaluate each other, complement each other's strengths and weaknesses, and strengthen the exchange. However, in today's junior high school physical education teaching evaluation there are still a series of problems, affecting the normal progress of physical education. In this paper, we will start from the problems in the evaluation of junior high school physical education teaching, and then discuss the countermeasures to improve these problems.

1 junior high school physical education teaching evaluation of the main problems

1.1 evaluation of the absolutization of the serious blow to the students' interest in learning

Junior high school education is the nine-year compulsory education of the key period, students in physical education in general there is a lack of motivation to learn, such as the consciousness of the exercise only stays in the results of the demand for the learning of basic sports technology and knowledge is often shown as passive coping with the learning of basic sports technology and knowledge. And the knowledge is often shown as passive coping or even resistance, monotonous, intense program is difficult to adhere to, and a general lack of courage and perseverance. In this case, if we make good use of teaching evaluation, teachers and students through the performance of students in physical education class to evaluate students, will naturally let the students change their attitudes towards sports, cultivate their interest in learning. However, in the evaluation process of junior high school physical education, most schools only use a uniform assessment at the end of the semester for summative evaluation, which lacks the feedback process of information, and it is difficult to have a positive effect on the improvement of teaching and the cultivation of students' interests and habits in physical education. The evaluation activities in the whole classroom are almost limited to the teacher's evaluation of the students, and there is no student-to-student, student-to-teacher, student-to-student, or teacher-to-student evaluation. This method of evaluation is not only not conducive to mobilizing the enthusiasm of students at different levels of development and seriously affecting the interest of students at different levels in learning physical education, but also does not allow teachers to obtain valuable teaching advice and suggestions for their own teaching, which has a certain negative effect on teachers' teaching.

1.2 Simple evaluation content, unable to comprehensively evaluate students

The goals of physical education learning generally include cognitive, skills, emotional and social development and physical development. However, for a long time, the evaluation of physical education teaching mainly focuses on the cognitive development of students in knowledge, skills and physical fitness. It has seldom taken into account the other objectives of the teaching goals, especially the non-intellectual factors such as the emotional and social development of sports attitude, sports awareness and cooperation spirit. This kind of assessment is inconsistent with the goal of cultivating students' lifelong attitude and habit of physical education, and fails to comprehensively evaluate students' ability level, thus causing students' physical and mental health development to be affected.

1.3 Lack of scientific evaluation methods and standards

In physical education, physical education teachers tend to emphasize only comprehensive evaluation and neglect self-evaluation. Comprehensive evaluation pays more attention to the results of teaching, while self-evaluation pays more attention to the process of teaching. Because the comprehensive evaluation only focuses on the results of teaching, without more consideration of the individual development needs of students and the differences in the quality of physical education, can not do a good job of teaching according to the talent. Do not pay attention to individual differences, that is, not the students as the main body of learning to deal with, if they use a unified evaluation standard and a single evaluation method, is bound to frustrate part of the students' learning enthusiasm. The process of evaluation is different, it can provide timely feedback on students' learning of physical education, can effectively help students to identify and solve problems in physical education learning in a timely manner, so as to continuously improve the teaching process, and constantly improve the conscientiousness and effectiveness of students' learning.

In summary, the current physical education teaching evaluation in both the evaluation content and evaluation standards are obvious flaws in the formulation of evaluation methods can not adapt to the quality of education on the comprehensive, active, harmonious development of the requirements of students, the need to update, develop and improve. So how to improve these shortcomings in junior high school physical education?

2 Countermeasures and Suggestions

2.1 Teachers and students to evaluate each other to promote the teaching and learning of both sides *** with progress

Because of the summative evaluation by the teacher to say, there is no active participation of the students, the lack of feedback process, which makes the evaluation of the effect of the greatly reduced. Therefore, in the practice of teaching, should be used in the way of mutual evaluation of teachers and students, in addition to the teacher can make an evaluation of the performance of students, students can also be a class or a physical exercise program to put forward their own views, but also to the teacher in the teaching of the deficiencies of their own suggestions. Students are the main body of learning, teachers should guide students to self-assessment and other assessment, so that students in the evaluation process not only to understand themselves but also to understand others, to increase communication between students, and at the same time, but also to enhance communication between teachers and students, to establish a harmonious teacher-student relationship has a very important role. Through the teacher-student mutual evaluation, on the one hand, teachers can better understand the level of students, on the other hand, teachers can also be evaluated from the students, access to their own teaching valuable teaching advice and suggestions, to achieve the purpose of teaching and learning to grow together.

2.2 Adoption of comprehensive evaluation objectives, evaluation of students' learning

The traditional teaching evaluation objective is single, only on the students' sports knowledge and sports skills evaluation of this problem, should be adopted in a comprehensive way of evaluation, so that the students are all aspects of the development. As we all know, the goal of quality education is to cultivate the overall development of students. Physical education, as an indispensable education in students' life, should respond to the call of quality education, downplay the excessive pursuit of students' stage sports skills, and take the cultivation of students' lifelong sports as the focus of education. Middle school physical education in the completion of the teaching task on the premise of the other objectives of teaching, such as the cultivation of students' emotions and values of training should also be placed in the teaching. Let the students through physical education, not only to make the physical development, but also to make their psychological development, so that through the junior high school physical education to cultivate their interest in learning sports and lifelong sports awareness.

2.3 Emphasis on process evaluation and self-evaluation

Physical education teachers should think more about the growth process of the students in the learning process, rather than focusing on the results of the skills test when they conduct comprehensive evaluation. Because students have individual differences, physical education teachers according to a uniform standard for evaluation, such evaluation is inevitably unfair and unscientific, so the teacher evaluation, as far as possible, objective evaluation, the student's usual performance as the main content of the evaluation, while the test results are only used as a reference. This not only allows each student to obtain objective evaluation, but also can stimulate the interest of students at different levels of physical education. In addition to the teacher's fair evaluation, teachers should also organize the students to carry out self-evaluation, so that they through the evaluation, a better understanding of their own level of physical education and other aspects of personal ability, which is very beneficial to the promotion of student growth.

In summary, in junior high school physical education, we should change the concept of education that focuses on imparting knowledge, skills and physical development to students, and regard physical education and physical development as the same process. We should advocate the interaction mode of teacher-led and student-led, improve and perfect the learning evaluation system, downplay the general evaluation, and emphasize the process evaluation. So as to better serve the cultivation of physical and mental health and adapt to the social needs of the overall development of talents.