(1.浙江师范大学 体育与健康科学学院，浙江 金华 321004；2.上海体育学院 体育教育训练学院，上海 200438)

摘     要：探讨教师因素对体育课中小学和初中学生身体活动水平影响的差异。以上海市 284节体育课中小学和初中学生身体活动水平及其任课教师为调查对象，通过测量法、观察法和调查法等分析不同学段体育课中学生身体活动水平、教师教学行为现状及教师因素(包括性别、教龄和教学行为)与体育课中学生身体活动水平的关系。结果显示：小学和初中学生体育课中 MVPA 时间百分比均未达到 50%的课堂时间标准，且两者间无显著差异；小学和初中体育课中教师在教学指导和课堂管理行为上的用时均为最高，小学教师的课堂管理行为和动作示范行为用时显著高于初中教师，而初中教师的教学指导行为和观察行为用时显著高于小学教师；小学和初中体育课中男教师执教班级的 MVPA 时间百分比均高于女教师，而教龄仅与小学生体育课 MVPA 时间百分比有显著负相关关系。教师的促进健康行为对小学和初中体育课 MVPA 时间百分比均有显著正向影响，而观察行为仅对初中生体育课中 MVPA 时间百分比有显著正向影响。研究表明：教师因素对小学和初中体育课学生身体活动水平影响存在较大差异，今后应针对不同学段学生采取有针对性的干预措施。
关 键 词 ：学校体育；教师特征；教学行为；身体活动水平；体育课
中图分类号：G807.02 文献标志码：A 文章编号：1006-7116(2021)02-0118-07

(1.School of Physical Education and Health Sciences，Zhejiang Normal University，Jinhua 321004，China；2.School of Physical Education and Sport Training，Shanghai University of Sport，Shanghai 200438，China)

Abstract: This study aims to explore the difference of teacher-related factors on students’ physical activity (PA) level between elementary and middle school physical education. Students’ PA levels and their teachers from 284 elementary and middle school PE classes were investigate. The students’ PA level, teachers’ teaching behavior, and the relationship between students’ PA in physical education at different stages and teacher-related factors (such as teacher gender, teaching experience, and teacher behavior) was studied by means of the methods of measurement, observation and investigation. The results showed that students’ MVPA% during PE classes both in elementary and middle schools failed to meet the 50% engagement time recommendation, and there was no significant difference between them. Teacher behavior of instructing teaching and managing class were the highest in both elementary and middle school PE classes, and PE teachers in elementary schools spent more time in behavior of managing class and demonstrating actions than teachers in middle schools, while teachers in middle schools allocate more time in behavior of instructing teaching and observing than elementary PE teachers. Both elementary and middle school students spent significantly more MVPA time in male-led than female-led PE classes, and teaching experience only negatively correlated with elementary school students’ MVPA%. Teacher behavior of promoting health was positively associated with students’MVPA% in elementary and middle school PE classes, and teacher behavior of observing only had a positive effect on middle school students’ MVPA%. The study holds that there were significant difference of the influence of teacher-related factors on students’ MVPA% in elementary and middle school PE classes, and the specific intervention measures should be operated on students at different stages afterwards.
Key words: school physical education；teacher characteristics；teaching behavior；physical activity level；physical education class