A Comprehensive Evaluation System of Practical Ability of Physical Education Teaching Based on Classification and Clustering Algorithm

Abstract

The practical ability is an important skill of college students majoring in physical education (PE). It can be subdivided into general practical ability and professional practical ability. This paper summarizes the current state of PE teaching practice in colleges, and applies classification and clustering algorithm to the comprehensive evaluation of the practical ability of PE teaching. The results show that the practical ability of PE majors is empirical, contextual, developmental, and personal. During the self-evaluation of practical ability, communication ability won the highest satisfaction among PE majors. In terms of social PE coaching ability, interpersonal communication ability won the highest satisfaction among PE majors. The research findings of this paper lay a basis for the curriculum reform of PE major, and the comprehensive evaluation of education practical ability.

The Feasibility of Practical Vocational Education in Higher Education Institutions

“…People who engage in long sitting jobs are prone to health problems such as pains in waists, neck, shoulders, or obesity; people who engage in long standing jobs are prone to diseases such as varicose vein of lower limbs and strain of lumbar muscles; labor-intensive jobs put higher requirements for the physical function of college students, and people engage in this type of job are prone to healthy problems with waist and lower limbs. For the teaching content of practical vocational education for long sitting jobs, PE teachers generally choose 7 types of training programs, including aerobics (1), dancesport (2), table tennis (3), swimming (4), basketball (5), Tai Chi (6), and football (7). More PE teachers choose body dance as the training programs for this type of job.…”

“…More PE teachers choose body dance as the training programs for this type of job. For the teaching content of practical vocational education for long standing jobs, PE teachers generally choose 10 types of training programs, including aerobics (1), danc-esport (2), table tennis (3), swimming (4), basketball (5), Tai Chi (6), football (7), endurance running (8), rope skipping (9), and badminton (10). More PE teachers choose basketball and tai chi as the training programs for this type of job.…”

“…For the teaching content of practical vocational education for labor-intensive jobs, PE teachers generally choose 10 types of training programs, including aerobics (1), table tennis (2), basketball (3), rock climbing (4), dumbbells (5), single & parallel bars (6), football (7), endurance running (8), rope skipping (9), and badminton (10). These programs are more effective in improving the comprehensive physical quality of vocational college students, but more PE teachers choose basketball and rock climbing as the training programs for this type of job.…”

“…A common problem with present vocational college students is the poor comprehensive quality (including both physical quality and cultural literacy), which makes them unable to adapt to their job positions and the working environment [1][2][3][4], and this indicates that the current effect of practical vocational education in higher education institutions has failed to show the professional features of vocational college students and meet their employment requirements [5][6][7][8][9]. In the process of higher vocational education, combining job position requirements with student quality improvement, exploring structure, content, and evaluation of relevant courses, and constructing a curriculum system that fits the features of vocational education, are especially important for enhancing students' awareness of comprehensive quality im-provement and cultivating their adaptability to future job positions and working environment [10][11][12][13].…”

Multi-Dimensional Evaluation of Teachers’ Leading Role in Art-Training Courses

“…As educational reform has continued to progress in the 21st century, practical education has gradually become an important part of the education system [1][2][3][4][5][6][7][8][9][10]. Training courses develop students' ability to solve real-world problems by simulating actual working scenarios [11][12][13][14][15][16][17][18][19].…”