A Study on the Implementation of the Student-Centered Teaching Model in Junior High School Physical Education Classes in Beijing

Abstract

Objective: This study aims to explore the current implementation of the student-centered teaching model in junior high school physical education classrooms in Beijing. Methods: Feedback was collected through semi-structured interviews with five junior high school physical education teachers and five junior high school students from different districts in Beijing. Results: (1) Most teachers hold a positive attitude toward the concept of student-centered teaching; however, due to limited resources, large class sizes, and varying levels of students' self-directed learning abilities, the effectiveness of teachers' implementation is somewhat restricted. (2) Students generally believe that the student-centered teaching model enhances classroom engagement, but their individual needs are not fully addressed. (3) There are differences in the perceptions of teachers and students regarding classroom autonomy, differentiated instruction, and classroom management. Conclusion: The current implementation status of student-centered teaching in junior high school physical education classrooms in Beijing remains unclear. Due to the lack of effective assessment tools, teachers find it challenging to comprehensively evaluate the effectiveness of this teaching model in practice. To overcome this limitation, future research should focus on developing an evaluation model based on McCombs' internationally recognized K-12 Learner-Centered Practices to accurately assess the implementation of student-centered teaching in junior high school physical education classrooms in Beijing.