使用身体语言进行沟通是语言和文字交流的一种重要的补充方式，也是人们信息传递、感情表达的一种外显方式。体育教学是身体语言一种重要的传播媒介，需要语言与非言语共同配合完成教学。一节成功的体育课中，教师的语言是师生教学的纽带，而教师的身体语言是有效辅助教学的重要手段。因此，明确体育教师身体语言的功能是教师身体语言的重要研究方向之一。本文主要目的是为体育教师身体语言动作明确功能，并通过学生正确和错误完成动作情景、男女不同性别和城乡不同区域教师、男女不同性别和城乡不同区域学生等几个维度寻找体育教师身体语言功能差异性。因此，本文以共计486名体育教师、2620名学生及全国义务教育体育与健康教学改革论坛的八节示范课为调查对象，主要通过问卷调查法、录像观察法、数理统计法、专家访谈法和逻辑分析法对体育教师教学中身体语言及其功能进行理论探讨和实证研究。

首先在绪论部分阐述了选题依据，包括研究的社会背景、学科背景和课程背景。在此基础上，对副语言、体态语、身体语言、教师身体语言、体育教师专业发展和体育教师身体语言的国内外研究现状进行综述，同时交代本文研究思路与主要内容、研究对象及方法、研究目的与意义，并对本文相关概念进行界定。结果与分析部分，通过信息传递功能（基本功能）作用和情感交流功能（特殊功能）作用两维度对体育教师身体语言功能进行概述分析。之后分别从面目表情、头部动作、手部动作、上肢动作四个方面分析体育教师身体语言信息传递功能和情感交流功能。通过了解情况认识和重要程度认识两维度对体育教师身体语言功能的自我认识进行分析。通过理解学习内容的反馈和促进师生情感的反馈两维度对学生给体育教师身体语言功能的反馈进行分析。再通过八节示范课及示范课教师访谈加以实践分析，为研究提供更好地理论依据和实践方向。

研究发现：（1）体育教师不同的身体语言动作具有不同的功能，每种身体语言可同时具有多种功能。不同性别和不同区域的教师在体育教师身体语言具有的不同功能上存在差异性。（2）部分体育教师对身体语言功能感到模糊，却认为身体语言功能较为重要。对身体语言功能越感到模糊的体育教师认为身体语言功能越为重要。（3）大部分学生认为体育教师身体语言功能对自身理解学习内容和促进师生情感有帮助。不同类别学生认为体育教师身体语言功能对自身理解学习内容和对自身促进师生情感上存在差异。（4）调查对象中8位示范课教师最多使用 “摊手”，其次是“指人”和“微笑”。示范课教师建议在后续研究中加入空间方位及身体触碰维度，本文建议正视不同教师和学生在体育教师身体语言功能上的差异性，将体育教师身体语言相关理论融入到职前、在职及继续教育中。

The use of body language for communication is a supplementary way of language communication and text communication. It is also an explicit way for people to transfer information and express their feelings. Similarly, physical education is an important medium for information transmission and emotional communication, which is completed by the cooperation of language and non-verbal language. In a successful P.E. class, teachers' language is the link between teachers and students, and teachers' body language is an important means to effectively assist teaching. Therefore, it is one of the important research directions of physical education teachers' body language to clarify the function of physical education teachers' body language. The purpose of the study is to clarify the functions of physical language actions for P.E. teachers, and to find the differences of P.E. teachers' body language functions through the following dimensions: students correct and wrong completion of movement, teachers of different genders and different regions, and students of different genders and different regions. Therefore, this article takes 486 P.E. teachers, 2620 students, and eight demonstration classes of the National Compulsory Education Physical Education and Health Teaching Reform Forum as the survey objects. and makes a theoretical and empirical study on body language and its functions in physical education teachers' teaching by means of questionnaire, video observation, mathematical statistics, expert interview and logical analysis.

Firstly, in the introduction, this paper expounds the basis of the topic, including the social background, subject background and curriculum background of physical education teachers' body language. On this basis, this paper summarizes the research status of paralanguage, posture language, body language, professional development of physical education teachers and body language of physical education teachers at home and abroad, explains the research ideas and main contents, proposes research objects and methods, describes research purposes and significance, and defines the relevant concepts of this paper.

In the results and analysis section, the body language function of physical education teachers is summarized and analyzed from two dimensions: the function of information transmission (basic function) and the function of emotion communication (special function). Then it analyzes the physical language information transmission function and emotional communication function of P.E. teachers from four aspects: facial expression, head movement, hand movement and upper limb movement. The self-cognition of physical education teachers' body language function is analyzed from understanding and importance. Through understanding the feedback of learning content and promoting the emotional feedback of teachers and students, this paper analyzes the feedback of students to the body language function of P.E. teachers. Then, it analyzes eight demonstration courses and interviews to provide a better theoretical basis and practical direction for the research.

The research found that: 1)  P.E. teachers’ different body language actions have different functions, and each action could have multiple functions at the same time. Different types of P.E. teachers have differences in the different functions of P.E. teachers' body language. 2) Among the survey subjects, some physical education teachers feel vague about the body language function, but think that the body language function is more important. And P.E. teachers who feel vaguer about physical language function of P.E. teachers think that it is more important. 3) Most students believe that the body language function of P.E. teachers is helpful for their own understanding of the learning content and in promoting the emotions between teachers and students. Different kinds of students think that the physical language function of P.E. teachers has differences in their understanding of learning content and in promoting the emotions between teachers and students. 4) Among the survey subjects, the eight demonstration course teachers use "spreading hands" at most, followed by "pointing" and "smiling". These teachers suggest that spatial orientation and body touch dimension should be added in the follow-up research. Therefore, in this paper, we suggest to face up to the differences in body language functions of different teachers and student, and integrate the relevant theory of physical language into pre-service, on-the-job and continuing education of P.E. teachers.