| （School of Physical Education，Shanghai Normal University，Shanghai 200234，China) Abstract: By using research methods such as observation and social network analysis, the authors analyzed the standing and walking activity spaces in the classroom teaching process of junior high school physical education teachers, and revealed the following findings: in different student formations, the standing positions of junior high school physical education teachers were distributed in a diversified way, and showed a core-periphery structure in terms of space structure; their walking paths often occurred in the process of verbally explaining the key points, re-quirements and methods of movements, were basically at the center or a position at the outer side of the center of student formations, and showed the characteristics of local preference in terms of the selection of interacting objects and standing positions; the efficiency of verbal information communication was high, but the degree of closeness of connection between various standing positions was low. Accordingly, the author suggested that junior high school physical education teachers should maintain and moderately enhance their “core” standing positions, and realize the unlimited value of interaction between teacher and students by utilizing limited “core-periphery” standing positions.
Key words: school physical education；physical education teaching；standing position；walking path；activity space；physical education teacher；junior high schools |
