Abstract: Physical education teaching is the basic way to achieve the goal and task of school physical education, and its implementation process and effect are related to many factors. According to the system principle, through the understanding and understanding of physical education teaching and its process, we can objectively analyze and determine its basic components, grasp their nature and functions, promote their synchronous development and optimal combination, so as to fundamentally realize the overall effect of the physical education teaching process, and improve the speed and level of realizing the physical education teaching goals.

Key words: overall thinking of physical education teaching

1. Preface

Physical education teaching is the basic way to achieve the goal and task of school physical education, and its implementation process and effect are related to many factors. However, there are different opinions on the identification of relevant factors in China, including "two factors", "three factors" and "four factors". According to the basic theory of "element structure function" of the system, under the guidance of different viewpoints, different overall effects will inevitably occur. This article attempts to obtain the best teaching effect, through understanding and understanding the physical education teaching and its process, objectively analyze and determine its basic components and functions, and according to the system principle and benefit principle, discuss how to realize the overall effect of physical education teaching.

2. Strengthening the consciousness of physical education and establishing the important position of physical education

Throughout our country, the purpose and task of school education are mainly the basic facts achieved through various teaching activities, and teaching and school education coexist. As a kind of school education, physical education has always been closely linked with its teaching activities; Only by doing a good job in physical education teaching can we fundamentally ensure the realization of the goals and tasks of school physical education, which is obviously beyond reproach. The basic organizational form of physical education teaching - from the perspective of the relevant provisions of physical education, it is the only compulsory course continuously offered from primary school to university, with long-term and continuity; It must comply with and meet the basic requirements of the "Standards for Physical Education and Health Exercise" issued by the state, which is mandatory and unified; It has regular teachers, classes, lesson schedules, and the basic guarantee of sports venues, equipment and facilities. It is realizable, stable and effective. The total time it spends on teaching ranks among all subjects in the school. The third place in primary schools, the fourth place in middle schools, and even colleges and universities also have a corresponding proportion, which is enough to show its importance; And it is also the only school sports organization that must face all students, with its clear direction. These fully demonstrate the core position of physical education in school physical education and the crucial and decisive role it will play in the existence and development of school physical education. And as an educational course, physical education includes all kinds of purposeful, planned and organized activities in the aspect of physical education included in the school teaching plan, and undertakes the purpose and task in one aspect of school education. Therefore, doing well in physical education teaching has become an unshirkable responsibility of school leaders, teachers and students. It is not only a duty for teachers and students, but also a right for teachers to work and students to enjoy physical education. Therefore, we should correct our attitude and establish the important position of physical education.

3. Grasp relevant factors and their functions

There is no unified theory on physical education teaching in schools. As far as physical education itself is concerned, it has been defined in Sports Theory, School Physical Education and Physical Education Teaching Theory, but its theories are different. To sum up, their common points are: ① physical education teaching is arranged according to the school education plan and the "Standards for Physical Education and Health Exercise"; ② Physical education teaching must teach all students the knowledge of sports health care and human sports skills, and through the process of learning, mastering and using, exercise the students' bodies, form a variety of physical skills, improve the working ability of the body, improve health, and strengthen their physique; ③ Physical education is an "educational process" that promotes students' all-round physical and mental development; ④ Physical education teaching is a "bilateral activity process" of teachers' teaching and students' learning. From the point of view of "Three Theories", the process of physical education teaching is that teachers, in a specific environment, process the information obtained from the Standards of Physical Education and Health Exercise, textbooks, sports literature and teaching theory and the information about students' physique, health, physical ability, skills, intelligence and mentality into teaching information, and transmit it to students with certain media; Students receive information from teachers, textbooks and other sources (such as newspapers, telegrams, student groups, etc.) and process it (such as cognition, experience, repeated practice and application, etc.); Then, according to the requirements of the teaching objectives and teachers, the students' understanding of the quality and effect of the textbook "Standards for Physical Education and Health Exercise" will be fed back to the teachers (of course, it will also be fed back to the students) by means of questions and answers, exercises, tests, applications, etc. The teachers will reprocess and transmit the information, and the students will receive and process it again, so as to control the reciprocation until the overall realization of the sports teaching objectives. If analyzed from the perspective of sports management, the process of sports teaching can be regarded as a process of "determining goals - organizing implementation - evaluating effects". In short, the process of physical education teaching is a very complex dynamic process. Therefore, to explore its related factors and coordinate its relationship has become the primary topic related to the overall efficiency and effectiveness of physical education teaching. In view of the above understanding and understanding, it is not difficult for any teacher who has been engaged in physical education teaching to find out the factors related to the process and effect of physical education teaching. It is at least related to teachers, students, textbooks, media and other factors. In this regard, there has been a consensus on the "four elements" of teaching in China. However, after careful investigation, it will be deeply felt that whether the effectiveness of the above factors should be given full play, and how to give full play to their functions will make the overall efficiency of the physical education teaching process higher and produce better results. It really involves an evaluation problem all the time and everywhere. Evaluation is related to validity. Without evaluation, physical education teaching is undoubtedly blind and will inevitably affect the speed of achieving teaching objectives. From the perspective of management, in the process of physical education teaching, both the manager teachers and the managed students are human beings, and human beings are the core of management, and their enthusiasm is the driving force of management. And the degree of people's enthusiasm is in direct proportion to the management efficiency. The scientific evaluation directly affects the degree of enthusiasm and creativity of teachers and students. Obviously, evaluation is an indispensable and important factor in the process of physical education teaching. In addition, the functional activities of the above five factors generally occur in a specific teaching environment, that is to say, "What are the five factors?",? Without the specific teaching environment, physical education teaching can not be carried out or has no good effect. For example, in some school gymnasiums, several classes are often crowded into one class at the same time, and the contents and forms are different, which makes them seem noisy and disorderly. They can't hear the explanations clearly, and they can't pay attention to the demonstration. Injuries may occur at any time when they are scattered for practice; Some classes are seriously affected by the concept of "culture first, entering a higher school first". In physical education class, students should be immobile, and Bo's sweating affects the learning of culture class; Some teachers, teachers and students, and students have tense relations and lack understanding and support. Such an environment will not produce good teaching results. So far, the author believes that teachers, students, textbooks, media means, evaluation and environment are the main factors that directly affect the process and effect of physical education teaching. Their natures and functions are independent, different from each other and interact with each other. Together, they form an organic whole with specific functions, which can be called a system. Their overall function is to achieve the goal of physical education teaching. Their nature and functions may be summarized as follows:

Teachers, coexisting with schools and education, are living carriers of knowledge and skills. They have ideas and emotions, and cannot be replaced by any other modern teaching methods. In the process of physical education teaching, it is obvious that only teachers can specifically decide what to teach and how to teach. The impact on students is direct, comprehensive, and even eternal. Teachers are both educators and managers. They should analyze the past, grasp the present and face the future at any time. Through comprehensive thinking about the past, the present and the future, they should make decisions around the realization of physical education teaching goals, formulate specific goal plans, arrange learning conditions, provide teaching information, select classroom teaching content and transmission methods, and evaluate the physical education teaching process, especially the students' learning effects, The leaders on the spot take charge of the sports teaching process, coordinate various relationships, understand, encourage, teach, guide and influence students from time to time, thus playing a leading role in the sports teaching process.

Students are the objects of education and the recipients of teaching information. The school's educational goals and all teaching designs are aimed at and implemented on students. With the emphasis on self-education, self-improvement, self-development, active participation, fair competition, solidarity and cooperation, students should and must become the main body in the learning process. This is because no one can replace the process of cognition, experience, application, fitness and mental health in the learning process except the students themselves. But students are also managed. Only when they can actively participate in the teaching process, fully invest in intelligence, non intelligence and physical strength, actively cooperate and give full play to their initiative, enthusiasm and creativity, can they achieve the best teaching effect.

Physical education textbooks are not only the basic content of teaching, but also an important means of keeping fit and healthy. It is built on the system of combining sports with health care. It contains the knowledge and skills imparted to students, the ideas and concepts instilled, the behaviors and habits cultivated, and reflects the basic requirements and values of school education goals. It is not only the information transmitted, but also the main goal and achievement in the teaching process; It is both expected and practical. Therefore, the construction and implementation of textbooks have a profound and long-term impact on the current and future development of students.

Media means refer to various communication forms or tools used by teachers to directly or indirectly transfer knowledge, skills, thoughts and emotions to students and stimulate students' learning activities in the teaching process. It includes lecture, explanation, demonstration, teaching aid model demonstration, multimedia technology, discussion, guidance, question answering, practice, games, competitions, sports facilities, etc. Its main function is to transmit information and promote students' learning.

Evaluation refers to evaluation and analysis, including summary evaluation and formal evaluation. The former aims at making a summary and cares about the results of teaching implementation; The latter aims to put forward suggestions for improvement in the process of teaching implementation, and is concerned with problem diagnosis and plan adjustment in the process of implementation. Through evaluation and analysis, it reveals the effectiveness of the process and results of physical education teaching, which not only provides teachers and students with the achievements of students in teaching activities, but also facilitates identification, grading and prediction of their future development; It also provides efficiency data for relevant teaching strategies, means and methods to guide the adjustment of specific teaching goal plans, implementation means and methods, as well as the evaluation process itself, so as to ensure the development of physical education teaching along the goal direction. Environment refers to the background provided for physical education teaching activities. It includes the natural environment, campus atmosphere or social environment, student collective environment, teacher-student group environment, teacher collective environment and specific classroom environment in which the school is located. It is mainly manifested in the attitude towards physical education and its teaching, the relationship and influence between people, the collective value standard, the communication within the collective, the external contact and the characteristics of relevant material conditions. Whether it exists objectively or can be manipulated by teachers, it supports the whole process and directly affects students' learning activities and results.

4. Set up the overall view and pursue the overall effect.

As mentioned earlier, the process and effect of physical education teaching are affected and restricted by at least six factors, which are constantly changing and developing, and the change of each factor will lead to the change of other factors and the overall change; The change and development of the overall goal will require corresponding changes in various factors. This reveals that controlling the process of physical education teaching must consider at least two levels of problems. First, from a micro perspective, in the specific teaching work, dynamic corresponding coordination should be implemented according to the ever-changing teaching situation formed by various factors that are conditions for each other and interact with each other. In fact, experienced teachers always take the uniqueness of each specific teaching situation as the basis to determine specific teaching content, objectives, methods and evaluation criteria, and use feedback to adjust their teaching behavior from time to time, so as to enhance the pertinence and effectiveness of the physical education teaching process, and accumulate a lot of useful experience for this creation. It focuses on the excellent work of teachers, has aroused the general attention of physical education teachers and their competent departments, and is regarded as a powerful measure to do well in physical education teaching. I think this is reasonable. This is because teachers are not only educators, organizers, managers, but also specific operators. They are fully responsible for the process and effect of physical education teaching and play a decisive and critical role. Second, from a macro perspective, we should establish a holistic perspective and improve the overall effect. This is because the process of physical education teaching is a very complex dynamic process composed of many factors, and decades of physical education teaching practice has shown that although the majority of physical education teachers have worked tirelessly, the overall effect of physical education teaching is still not ideal, showing that the reason is not unilateral. From September 1999 to August 2003, 28 middle schools including Yancheng, Huai'an, Lianyungang and Zhenjiang, Nanjing and Changzhou in northern Jiangsu Province were investigated on the spot. It was found that only 17 middle schools had circular track and field fields, while 6 schools had only one bunker on the track and field field; Only 5 schools (8.6%) can basically guarantee the physical education practice class in rainy days; More than 95% of physical education teachers feel that the number of sports venues, equipment and facilities is insufficient and it is not convenient to organize physical education teaching; 69% and 89% of the graduating classes in junior and senior high school stopped or did not attend physical education schools, respectively; The proportion of teaching materials used was 89.11% for track and field and basketball, 2.91% for martial arts, 0.57% for rhythmic gymnastics and dance, and 0.98% for apparatus gymnastics. The physical education classes in typical schools are often "teachers serve and students are free". After observing 58 physical education classes, 69.83% of them belong to "sheep herding". The students' practice density in class is very small, ranging from 19,86% to 25.2% in junior high schools to 17.6% to 27.3% in senior high schools; The density of special exercises is smaller, such as long jump 5.55% - 7.4%, hurdles 5.2% - 6.9%, and shooting 4.2% - 7.9%. Ten schools (17.2%) cannot carry out extra-curricular sports activities. 70.6% of schools often have only a few student activities. The majority of amateur training is track and field. 78.9% of school leaders and physical education teachers are only interested in the training and competition of the representative team. Observe 21 PE classes (42 class hours) in colleges and universities, 16 of which are two basic textbooks, and 2 of which are one basic textbook; In class, the teacher talked about the effects of the textbook on students' physical and mental health for 4 periods (23.2%); There were 7 students who used assessment to guide and stimulate their enthusiasm, accounting for one third; The vast majority of teachers only focus on technical skills teaching, and can not give consideration to the dual tasks of education and education at the same time. Of the 79 physical education classes in the universities and middle schools surveyed on the spot, only 23 (29%) were taught in a separate teaching environment, and even 2-4 classes were crowded in the adjacent fields or crowded in one classroom, teaching under mutual interference. These phenomena further reveal that in the current physical education teaching practice, there are indeed many weak factors and weak links, including school leaders. This requires that, according to the system principle and benefit principle, first of all, we should resolve to improve the weak factors, make each factor develop synchronously, and gradually improve the functional index system to make it further on the original basis. Because only the individual functional indicators are good, the overall functional indicators can be equally good. In a word, the overall function of the physical education teaching process is not simply the sum of the functions of various relevant factors, nor is it possible to obtain by pursuing the prominence of a single factor without principle or restraint. For example, the educators are good, but "heroes have no place to play", the sports venues and equipment are good, all competitive and standardized, and the students are unwilling or inactive to invest, or simply do not meet the needs of class teaching; High enthusiasm of students