Research on the Practical Framework and Strategies of College Physical Education Classroom Teaching from the Ecological Perspective
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Abstract
With the implementation of quality education, physical education has become an important component of campus teaching activities and plays a key role in improving students’ physical quality and mental well-being. However, many college physical education classrooms remain homogeneous, lack innovation, and fail to fully achieve the goals of physical strengthening and psychological engagement. Based on ecological theory, this paper explores the practical framework and teaching strategies for college physical education classrooms. Through literature review and questionnaire survey, the study identifies the main components of a physical education classroom ecosystem, including teachers, students, classroom environment, and classroom evaluation and feedback. Teachers function as producers who provide instructional energy and professional guidance; students act as consumers and feedback providers; the classroom environment forms the spatial and material support system; and evaluation and feedback mechanisms maintain dynamic circulation and regulation. The proposed framework emphasizes teacher professional competence, student participation, diversified sports environments, and continuous feedback. The study provides an ecological teaching perspective for improving classroom vitality, optimizing teaching interaction, and promoting sustainable development of college physical education.
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