Construction And Verification Of 3E3S Motor Skills Teaching Model Oriented By Educational Objectives

Background:Physical education is the main battlefield of physical education in schools,and the teaching of motor skills is the main content of physical education.For a long time,the teaching of motor skills in primary and secondary schools has mainly focused on learning and practicing individual techniques using a mechanical step-by-step decomposition approach to teaching.Under this mode of teaching,students’learning of motor skills only remains at the primary stage of simple memorization and understanding of movements,lacking the ability to apply,analyze and solve problems in competition situations,which eventually leads to the teaching dilemma of“students like physical education but do not like physical education classes and have not learned a single motor skill after 12 years of physical education classes”the dilemma.To solve this problem,the Ministry of Education has proposed in essential documents such as the“Guideline for the Teaching Reform of Physical Education and Health（for trial implementation）”to“strengthen the structure of teaching contents”and“design large units for teaching specific motor skills,”to cultivate students core literacy in the teaching process.The aim is to develop students core literacy in physical education and health.At the same time,the Ministry of Educations standards for the construction of“Golden Classes”clearly state that classroom teaching should be“higher-order”,emphasizing the organic integration of knowledge,ability,and quality,cultivating students’comprehensive ability to solve complex problems and higher-order thinking,thus forming students’The core literacy of the subject.Given the higher-order orientation of the education reform,the existing teaching of motor skills can no longer meet the need for the comprehensive development of students’core literacy in physical education and health.To bring motor skills teaching back to its essential attributes and promote students overall cognitive,emotional,and skill development,this study constructs a 3E3S motor skills teaching model with educational goal orientation and validates it through teaching experiments.Method:The study is divided into three parts,firstly,using random sampling from four districts in Shanghai（Minhang,Huangpu,Pudong,and Yangpu）,one junior high school and one high school,respectively,and one junior high school and one high school in Wuhan（Jiangxia,Hanyang,Donghugaoxin,and Dongxihu）districts respectively,a total of 835 students were selected to diagnose the effectiveness of students educational goal attainment in motor skills learning,and The study also analyzed teachers perceptions,influences and constraints on the achievement of students higher-order educational goals through teacher questionnaires and interviews.Secondly,the basic principles of the motor skills teaching model were refined through identification and comparison,reflection on the current situation,classroom observation,teacher interviews,and theoretical foundations.Based on the basic principles,the 3E3S motor skills teaching model was formed according to the elements of the teaching model construction,and specific operational procedures were proposed.Finally,a multi-factor repeated measures research design was used to select three senior secondary schools in Shanghai and three junior secondary schools in Wuhan to conduct a 10-week intervention experiment on the 3E3S motor skills teaching model,basketball as an example and to verify the impact of the 3E3S motor skills teaching model on the achievement of educational objectives at a practical level.The following key findings emerged from the above study:Results:（1）The educational goals of the cognitive dimension and the operational dimension of the motor skills teaching model for both junior high and high school students belonged to the lower order level,and the educational goals of the affective dimension belonged to the higher order level;there was no statistical difference in the achievement of the educational goals of the affective dimension among junior high school students（t=0.635,p>0.05）and high school students（t=1.320,p>0.05）by gender,but there was a statistical difference in the achievement of the educational goals of the cognitive（t=5.557,p<0.05）and operational（t=3.512,p<0.05）dimensions;in addition,there was no statistical difference in the achievement of educational goals in the motor skills teaching model among middle school students of different sports,although there was variability（F=1.582～2.065,p>0.05）,but there was no statistical difference in the achievement of educational goals in the motor skills teaching model among high school students of different sports.However,there was a statistical difference in achieving the educational objectives of the operational dimension of the motor skills teaching model among high school students of different sports（F=3.652,p<0.05）.Through teacher interviews,the author abstracts the generating factors for achieving the high-level education goals of Student activism‘sports skills in junior and senior high schools,which are divided into four main categories:“problem scenario introduction”,“structured knowledge system”,“active reflection”and“competition promoting practice”.And further explore the teaching factors that affect students’achievement of higher education goals.Through multiple logistic regression analysis,it was found that compared with the achievement of lower education goals,situational progression(OR _cognition=2.154,OR _emotion=2.053,OR _operation=1.255),problem progression(OR _cognition=2.825,OR _emotion=1.854,OR _operation=2.156),and structured task progression(OR _cognition=1.599,OR _emotion=1.247,OR _operation=1.546),Progressive feedback(OR _cognition=1.013,OR _emotion=1.025,OR _operation=1.983),exploration earlier than cognition(OR _cognition=1.114,OR _emotion=1.089,OR _operation=1.841),structured competition(OR _cognition=1.726,OR _emotion=2.308,OR _operation=2.188),and students’achievement of higher education goals are correlated.（2）The current teaching model is characterized by a single or complex scenario,a lack of logical structure between motor skills knowledge,and a need for higher-order educational objectives and assessment,resulting in students needing help to use the skills in complex competition situations.Based on the consideration of higher-order educational objectives,this study proposes five basic principles for teaching 3E3S motor skills with higher-order educational objectives,guided by the theory of“aerodynamics”:（i）designing teaching situations to solve representative problems;（ii）setting up“individual-environmental”;（iii）focus on students cognitive,affective and operational achievement of the three-dimensional educational objectives;（iv）emphasize the flexible application of motor skills in practical situations;and（v）build a feedback framework to enhance students self-evaluation skills.This is reflected in the content framework of the teaching objectives and evaluation,which is oriented towards“higher-order educational objectives”.The design of structured tasks for teaching content.The use of“structured”,“contextualized”,“autonomous”,and“in-depth”teaching strategies.An“inquiry”,“variable”,and“autonomous”approach to teaching and learning.The use of the“individual environment”approach to structure the conditions for the implementation of motor skills constraints.The teaching procedures are based on the“participation,inquiry,practice,self-construction,self-evaluation,self-transfer”approach.（3）A structured basketball constraint task based on“individual environment”was developed through data mining of secondary school students’basketball game videos.An 8-week teaching experiment was conducted in middle and high schools to verify the effectiveness of the higher-order educational goal-oriented motor skills teaching model.The 3E3S instructional model was able to significantly increase cognitive goal attainment[F（2,125）=11.405,p<0.001,partialη²=0.091],statistically significant differences in operational goal attainment[F（2,125）=4.575,p=0.012,partialη²=0.038],and basketball skills of GPAI and 1-minute self-steal and shoot,and round-trip dribbling were statistically different（p<0.05）;relative to junior high school students,the 3E3S instructional model was able to significantly enhance cognitive goal attainment and operational goal attainment among senior high school students,in addition to enhancing affective goal attainment among sophomores[F（2,126）=4.747,p=0.010,partialη²=0.047].Conclusion:（1）The achievement of educational objectives in the current routine motor skills teaching is in a low-order state.The reasons for this state are,firstly,the single or complex scenario setting and the fact that students structured knowledge,application and analysis of motor skills are not yet adequate;Secondly,poorly structured knowledge,and teaching of skills in authentic situations,lack of concrete methods of operational implementation and lack of guidance at the theoretical level.（2）The 3E3S motor skills teaching model is a higher-order education goal-oriented motor skills teaching model,the core of which is to adopt“inquiry”through the“situation-problem-task-feedback”hierarchy.The core of this model is the use of“inquiry”,“variable”,and“independent”teaching methods to improve students“action-perception”coordination skills in different situations so that students can achieve synergistic development of cognitive,emotional,and operational skills in motor skills learning,this will enable students to develop their cognitive,emotional,and operational skills synergistically and to achieve higher level performance in realistic movement scenarios.（3）The 3E3S model of motor skills teaching with higher-order educational objectives for junior high school pupils can improve cognitive objectives more significantly.For high school students,the different and complex scenarios facilitate the development of“action-perception”motor coordination skills,thus enhancing the overall educational objectives.The 3E3S motor skills teaching model,which is oriented towards higher-order educational goals,is well suited and effective in basketball through experiments and interviews with teachers and students.