Vol. 3 No. 3

Research Article

The Impact of the Stratified Teaching Model in Physical Education on Middle School Students' Physical and Mental Health from a Gender Perspective

Published 2026-05-31

  • Jiayu Qiu

Jiayu Qiu
Shanghai Normal University image/svg+xml

Abstract

With the deepening understanding of students' individualized needs in the field of education, particularly in physical education (PE) teaching, the conventional unified teaching model can no longer adequately address the differentiated learning requirements among students. Middle school students are in a critical period of physical and mental growth and development, during which the value orientation of teaching plays a pivotal role in cultivating students' correct gender concepts and awareness. Moreover, significant differences exist in individual physical conditions during this period, rendering the adoption of more personalized and flexible teaching strategies essential. This study employs an elastic stratified teaching method, utilizing research methodologies such as literature review, questionnaire survey, teaching experiment, statistical analysis, and logical analysis to explore its application and effectiveness in middle school PE teaching. The objective is to provide each student with personalized instruction tailored to their abilities and needs, thereby maximizing the promotion of students' physical and psychological development. The findings indicate that the elastic stratified teaching model, when examined through a gender lens, demonstrates significant advantages over conventional teaching approaches in enhancing both physical fitness indicators and psychological well-being among middle school students, while simultaneously contributing to the dismantling of traditional gender stereotypes in physical education settings.

Keywords

Stratified teaching, Middle school students, Physical health, Mental health, Gender perspective, Educational equity

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