Analyzing the Causes of Boredom in School Physical Education and Health Classes Essay

Analysis of the Causes of Anorexia in School Physical Education and Health Classes Essay

1 Conceptual Definition

Anorexia is a psychological phenomenon in which students feel aversion, disgust and even pain due to a lack of interest in learning itself. It is the subject of learning under the influence of subjective and objective factors to produce a kind of rejection of the knowledge received, which causes the lazy performance of learning behavior [3]. Mainly manifested in the following: students' understanding of learning bias, emotionally negative approach to learning, behaviorally active away from learning [4].

2 Causes Explanation

2.1 Cultural Background

Traditional Chinese culture is the culture of the agricultural society, which is the cultural product of the monarchical dictatorship and feudal patriarchal system. Under the strong agricultural ideology, the national character is mainly characterized by conservatism and xenophobia, thrift and patience, ignorance and arrogance, and preference for stability and comfort; under the system of ethical politics, rule by man, and a high degree of combination of monarchical dictatorship and religion, the national character is mainly characterized by mediocrity and forbearance, introspection, non-expansiveness, and a good sense of quietness but not good mobility, and a thin limb but a heavy spirit. Most of the ancient Chinese sports forms did not advocate competition, and emphasized on cultivating the body and cultivating the mind, forming a strong self-indulgent sports culture and influencing it to this day, at the same time, a kind of indifference to the value of sports activities was also accompanied by the same attitude. The traditional cultural mentality is reflected in the sports, is the pursuit of entertainment, do not seek to win or lose; focus on health, not to risk.

2.2 Social Status

The national character is mapped to the specific level of operation, manifesting itself in "emphasizing morality over physical fitness, emphasizing literature over martial arts". "Virtue rather than physical, literature rather than martial arts" is a prominent social concept in China's history, this concept has been intentionally strengthened by successive rulers, has become the basis and guidelines for people's behavior and value orientation [5]. "Virtue is light on the body" attaches importance to the diligence of rituals and abolition of force, through the poor reasoning of the main respect for reading and reflection to enhance the inner cultivation, "emphasis on literature is light on the military" leads to the formation of people in the ideological formation of the sports of contempt and exclusion. Step into the knowledge economy, mental labor in the development of productive forces on the role of more and more, semi-automatic and intelligent machines, the use of a large number of material production of great affluence, many means of leisure and entertainment, the lack of sports has become a common human disease. Sports is the product of surplus of earning a living. Comparing the various fields of sports, it is not difficult to find that school sports and vocational sports are the first public welfare and cultural undertakings that the social mechanism pays attention to and continues to support, and they are the fields that the whole society still has spare capacity to develop while maintaining food and clothing. Both are the products of social leisure, while community sports are the products of personal leisure when people liberate themselves from the heavy labor of survival. The concept determines people's behavior, attention to help, leisure liberation by the time and space constraints, since ancient times, sports have never been able to get widespread support and carry out. Original sports industry with independent intellectual property rights is the basis for the development of modern sports culture, the current society has not been widely recognized sports culture, sports culture of barren brought about by the spirit of sports on the barren, sports behavior on the blind, missing. The dual role of traditional sports culture and modern sports culture, non-administrative assistance, "leisure" sports are easy to "marginalization", not like in the West as a "necessity" of life.

2.

2.3 Teaching predicament

At present, secondary education has not yet fully adapted to the requirements of socio-economic development for training high-quality laborers and skilled personnel in terms of concepts, modes, contents, and preparation. Vocational education teaching theory is professional teaching theory rather than discipline teaching theory has been **** knowledge. Influenced by the discipline-based influence, the existing secondary vocational curriculum teaching is still isolated and dispersed, and the lagging professional teaching standard fails to establish a new curriculum system and matching teaching material system in time, resulting in the phenomenon of "emphasizing skills but not body, emphasizing technology but not foundation", and failing to strike a balance between the labor market demand and the vocational ability cultivation of students' positions. Failure to strike a balance between labor market demand and students' vocational ability training. With regard to the physical education and health curriculum, although the state has added the connotation of health education to the characterization of the new curriculum in the Outline or Curriculum Standards, including the description of the curriculum and tasks, the lack of a serious study of the education model of the new curriculum in relation to the professions has led to the new curriculum being known in name but not in fact, especially at the level of concrete operation, where the student population is vastly different in terms of foundation, the students have varying learning abilities, and the teachers are unable to make use of the simplified curriculum because of the complexity of the subject. The teachers were not able to get rid of the basic framework of the original physical education teaching because of the complexity and simplicity of the program.

2.4 subject-object contradiction

Compared to the main body of secondary physical education and health course teaching, it is not difficult to find: physiologically, secondary school students are still in the stage of development and improvement of the body mentality, the body development has a certain degree of imbalance and instability, mainly in the movement of the coordination of the ability to be a temporary decline in the characteristics of the existence of the phenomenon of movement retardation, etc. [6]. Psychologically, middle school students in this stage is characterized by instability, in willpower is not able to withstand the test of failure, the classroom is manifested in poor fatigue tolerance [7]. Influenced by social employment and other concepts, students believe that physical education has nothing to do with employment, resulting in low interest in physical education. On the contrary, the secondary physical education and health course teaching participation object, it is easy to conclude that: affected by the traditional physical education arts teaching methods, physical education teachers unconsciously apply the subject class teaching methods, teaching organization is strict, the teacher explains more and the students practice less, the requirement of movement accuracy, ignoring the student activities of this large piece of content. The cognitive level of secondary students is limited, and the principles of some technical movements are simply unacceptable [8]. However, such as cognitive knowledge of learning and understanding of the same, operational knowledge of learning and practicing to evolve, coarse frame generalization to fine differentiation and then to skilled automation, it is the essence of this process is outlined, does not emphasize the technical specifications of the integrity is not equal to weakening the technology transfer, intermediate physical education and health courses should be more to keep the essence of this.

3 mode construction

The programmatic document that guides the teaching of the current secondary physical education and health courses is the "Guidelines for the Teaching of Physical Education and Health in Secondary Vocational Schools", which, compared to the "Curriculum Standards" of the new curriculum reform of basic education, has been changed from the vocational 2000 version of the "Syllabus", the 2009 version of the "Outline" of the name of the program. Iteration is not difficult to find, the education sector has realized that the "outline" in the current operation and implementation of specific courses in secondary vocational, the unification of the overly rigid, rigid provisions more, ignoring the main body of the students and other drawbacks, in the teaching of physical education and health courses in secondary vocational temporary use of the "outline" of the transition, and ultimately towards the development of the curriculum standards based on professional settings.

3.1 Curriculum secondary education is an important part of high school education. The goal of the intermediate physical education and health curriculum is to choose a new curriculum model that maximizes educational assistance to meet the employing standards and requirements of enterprises and industries at both the general and special levels. In general, it refers to its role as a basic middle-level course in guiding students to establish a correct view of physical education and health, and in improving students' ideological quality and cultural literacy; in particular, it refers to its role in laying a foundation for professional learning and skill development, meeting students' career development aspirations, and promoting sustainable learning. The secondary physical education and health curriculum is developed according to an integrated model. In terms of curriculum, it does not emphasize too much on the inherent system and logical order of the discipline itself, and turns the discipline-based curriculum into an experiential curriculum of "experiencing healthy physical activity and spirit", and turns "serving science" into a return-based curriculum of "serving life"; it is a return-based curriculum of "serving life"; and it is a return-based curriculum of "serving science". "In terms of curriculum design, the course is designed around the needs of professional ability of the post, and the unique content, methods and means of the course in cultivating and developing the professional ability of the post are refined; in terms of curriculum content, it does not emphasize too much on the standardization and completeness of the technology, but focuses on the special demands for students' physical education in the future occupations of different professions and combines with the students' own experience of life, so that certain contents of health education are specifically embodied in the physical education program. In terms of curriculum implementation, on the basis of transforming the class lecture system, we retain those effective teaching procedures and steps, and faithfully adapt and innovate to make "curriculum implementation" develop in the direction of democracy and openness; in terms of curriculum evaluation, we combine the evaluation of quantitative knowledge and skills with the evaluation of qualitative non-intellectual factors, and we also combine the evaluation of explicit non-intellectual factors with the evaluation of quantitative knowledge and skills. Course evaluation, the quantitative knowledge and skills evaluation and qualitative non-intellectual factors evaluation, school evaluation, teacher evaluation, student evaluation and industry and enterprise evaluation combined [9]. Divided according to the catalog of secondary vocational specialties [10], combined with the characteristics of the future occupation that students will be engaged in and the special needs of the occupation for physical fitness, based on the main body postures (sitting, standing, walking, running, jumping, climbing, crawling, etc.), operation movements (speed, precision, amplitude, structure, etc.), and the nature of the operation activities (static, dynamic) of the work of each professional position [11], focusing on the selection of the curriculum content that can improve the vocational physical fitness and professional skills. It is the mainstream tendency of the current secondary physical education and health curriculum teaching to focus on selecting the course contents that can improve the professional physical fitness and professional skills. Taking the nature of each professional operation activity as a criterion, finance and commerce, culture and art, judicial service, public **** management, information technology, public **** service, medicine and health, leisure and health care and other professions are categorized as static fixed capital class; tourism service, pre-school education, culture and art (performing arts), agriculture, forestry, animal husbandry and fishery, resources and environment, energy and chemical industry, water, wood, and water conservancy, processing and manufacturing, textile and food, transportation and other professions are categorized as flow and change class professions. Classified as flow change of posture category of majors. Static solid capital class of professional jobs are mostly static movement, on the body strength endurance requirements are higher, long hours of ambulation or standing is more likely to cause chronic muscular strain of the skeleton; mobility posture class of professional jobs are mostly power movement, on the speed of endurance, the absolute power requirements are higher, labor intensity, limbs, local easy to muscle stiffness. For static solid capital class professional students, strengthen the neck, shoulders, waist, abdominal relative strength and static endurance, coordination and sensitivity; for the flow of variable posture class professional, focus on strengthening its upper and lower limbs absolute strength and comprehensive physical fitness. Specific operational implementation, physical education teachers should be based on the existing "Outline", according to the core physical fitness needs of different professions, in the mandatory basic module part of the screening program content and differentiate between the assessment standards of various professions, the option to expand the content of the module A for the students' interest in specialties and physical condition, the active orientation of the expansion of the module B on the special requirements for physical strength and skills, and career-related limited choice content. In order to realize the fitness and recreation, health care to the transformation of career development.

3.2 Teaching Currently, secondary physical education mainly adopts a classroom teaching system, according to a fixed schedule, the number of people and roughly similar age levels for classroom teaching. This is in order to achieve a purposeful and planned organization of the teaching process, in the absence of hardware facilities in the case of expediency. This form of teaching and learning organization that strives for uniformity and synchronization greatly restricts the individual development of students in physical education and sports teaching in which the body is directly involved in the activity. In order to reflect the dynamic educational characteristics of physical education and health courses, should be based on the basic characteristics and applicable standards of activity-based courses, the scope of application of different teaching content and stage, choose to strengthen teacher-student cooperation, multi-directional exchanges between students in the classroom organizational forms and methods. The combination of the two basic forms of teaching organization, namely the "subject option system" and the "centralized and decentralized system", which highlights dynamic teaching, not only takes into account the basic characteristics of the differences in students' physical health and stamina, but also combines the special needs for physical education in the development of their career. The program is organized by each grade level of the department of majors. Taking each grade of the professional department as a unit, according to the demand for physical fitness for different jobs with different occupational characteristics, on the basis of selecting the projects suitable for the development of the special physical fitness of the job, the gradual progression to carry out the option of centralized teaching and decentralized practice at grade level is a useful attempt to combine the above two forms of teaching and learning organization. For the option of centralized teaching and decentralized practice of the dynamic characteristics of the step-by-step progression, on the basis of the basic form of teaching organization, according to the option of the content of the material is different, for the teaching of high-skill combinations of projects, it is appropriate to "prompt-type synchronous learning" mode of teaching on the basis of the "cooperative synchronous learning "Teaching mode transformation, that is, turn the" explanation - demonstration - practice "to" explore --For the teaching of centralized cooperation, peer-to-peer collaboration or confrontational projects, it is appropriate to adopt the "cooperative group learning" teaching mode, i.e., "reasonable group learning". For the teaching of centralized cooperation, peer-to-peer collaboration or confrontational projects, it is appropriate to adopt the teaching mode of "cooperative group learning", i.e., "reasonable grouping - group activities - evaluation (competition)"; for the teaching of recreational games, it is appropriate to adopt the teaching mode of "cultivation-type group learning". For the teaching of games and recreational programs, it is appropriate to adopt the teaching mode of "group learning", i.e., "create a situation - participate in activities - emotional experience" [12]. Of course, the model is only a means to achieve the goal, the above teaching mode classified according to the characteristics of the project, in the specific use, can draw on each other comprehensive use. In order to develop the thinking ability of "intuitive perception" teaching method (demonstration and observation), "language expression" teaching method (lecture, talk and discussion), in order to cultivate the practical ability of the "practical training" Teaching method (practice internship) is the traditional teaching methods, with the establishment of the status of the main body of the students in the teaching of the conversion of the emphasis on "teaching method" light "learning method" of the transformation to improve students' exploration, discovery and problem-solving ability of the "heuristic" teaching method, the "heuristic" teaching method. Heuristic" teaching method, "cooperative" teaching method, "informationization" teaching method, "discovery" teaching method and other modern teaching methods have been proposed and widely used. The application of these methods is highly targeted. The application of the method has a strong relevance, such as the method is regarded as a means to achieve the teaching goal, then the teaching content arranged for the realization of the course objectives is the basis for determining the personality characteristics of the method. Secondary physical education and health course teaching content determines the choice of teaching methods to do more practice, more intuitive less abstract, more inspiration less indoctrination, more cooperation less command, more exploration less filler treatment.

3.3 Evaluation based on the inextricable link between vocational education and general education, the past evaluation of vocational physical education teaching also follow the practice of general education, focusing only on the biological effect and ignoring the other, in order to assess the promotion of teaching, so that the educational orientation is biased. Evaluation of secondary physical education and health courses on the learning effect of students, in addition to quantitative evaluation and assessment of the "National Student Physical Fitness and Health Standards" standard level, as well as mastery of physical education and health knowledge, in order to promote physical and mental health, social adaptation and improve vocational literacy assessment, more qualitative and developmental evaluation should be taken, focusing on the consideration of the students' progress and development potential; evaluation of the effectiveness of teacher teaching, should be based on the ability to continuously improve and improve the teaching of teachers, and should be based on the ability to continuously improve and improve the teaching of teachers. Evaluation of teachers' teaching effectiveness should be based on the premise of whether they can continuously improve and raise the level of teaching, without unilaterally pursuing the standardization of classroom forms, and attaching importance to the effectiveness of the implementation and innovation of teaching; The Outline stipulates that the Standard for Students' Physical Fitness and Health Tests occupies a very important position in the assessment, and the evaluation indexes in the Standard only involve the physical form, functions, qualities and athletic abilities, but do not list the indexes of general health conditions, and students should be taught to The students should be taught to check and evaluate the health indicators related to occupational diseases in a simple way; the specificity of vocational education determines that the main body of the evaluation of the teaching effect of secondary physical education and health class should be in addition to the school, teachers, students, should be added to the evaluation of vocational positions, industry units.

4 Conclusion

The causes of "boredom" in secondary physical education and health classes are multiple, and previous studies have focused on the objective differences between students, a single site facility, subjective lag in the reform of the teaching, the first discipline-based approach, etc., and less on the cultural background, social consciousness, and teaching concepts of the reasons for boredom. This paper tries to start from the above three parties to reveal the nature of physical education and health of middle school students, and summarize the main structure of middle school physical education and health comprehensive curriculum model based on professional characteristics and job requirements from the main body of the contradiction. To better play the role of physical education and health courses in the integration of professional teaching elements and teaching activities, to promote the formation of students' professional traits and vocational ability, to provide solutions.

References:

[1][2] Ministry of Education. Physical Education and Health Teaching Guidelines for Secondary Vocational Schools [M]. Beijing: Higher Education Press, 2009.

[3] Chen Ling. Analysis of reasons and countermeasures of students' anorexia in secondary schools--Taking Gansu Coal Industry School as an example [D]. Northwest Normal University, 2005(7).

[4]Cui Yonghua. Boredom of schooling [EB/OL].

[5]Yang Zhengyun. Discussion on the social concept of emphasizing literature over martial arts - from the perspective of sports [J]. Journal of Zhaoqing College, 2008, 29(2):76~78.

[6]Han Jinlei, Kang Dongning. Talking about the cultivation of sports interest in physical education[J]. Journal of Shijiazhuang Institute of Vocational Technology, 2009(4):78~80.

[7]Shi Huijuan. Exploration of strategies to enhance students' learning interest in secondary physical education[J]. Contemporary Sports Science and Technology, 2012, 2(36):44~45.

[8]Chen Fengming. Analyzing the anorexia phenomenon and countermeasures research in secondary physical education and health class [J]. Journal of Hubei Adult Education College, 2010, 16(2):14~15.

[9][12]Zheng Houcheng. Physical education and health teaching reference book [M]. Beijing: Higher Education Press, 2014.

[10]Ministry of Education of the People's Republic of China*** and the State of China. Ministry of education on the issuance of the secondary vocational school professional catalog (2010 revision) notice [Z].2010.03.08

[11]Zheng Xiaozhong. Exploration of teaching different specialties in secondary physical education according to needs [J]. Physical Education Teaching, 2014(4):31~32.