The Experimental Research Of "Mastery Learning" In General Volleyball Courses

Since implementing class teaching, there has been contradiction between the unified content of courses, method, starting point, time and the different knowledge experience, intelligence, will, personality, etc. in students. In recent years, the policy of the expanding enrollment of the university makes this kind of contradiction seem particularly outstanding, a question that can't be ignored is put in front of us: students difference in physical stamina and technical performance brings teacher and teaching a heavy test. How to give consideration to students' individual differences under the organizational form of collective teaching, how to have a bumper harvest by a large scale teaching under existing condition, become an unavoidable topic in the current teaching. "Mastery learning" teaching is put forward by the American educational psychologist B S Bloom using the formative evaluation theory. It is a kind of teaching tactics that makes all students reach the scheduled study goal, with the faith that "everybody can study" as its foundation, with the collective that composed of different aptitude students as its prerequisite, regarding the formative evaluation as the main means, with frequent prompt feedback and individual help. This text attempts to use the "mastery learning" teaching tactics in the technological teaching of volleyball, probes into its feasibility and validity in volleyball teaching, and plans to offer a kind of new train of thought and theoretical foundation for volleyball teaching.This text has used the law of documentary materials, data statistics, experts consult, questionnaire investigation, and teaching experiment, through the formulation of the teaching goal, the implementation of the teaching evaluation, the regulation of teaching feedback, and the sincere expectations on all students, under the support of faith that "everybody can study", has finished the experimental research of "mastery learning" in volleyball teaching smoothly. After the experiment, through the contrasting of the comparison group and experiment group, after analyzing the data, draw the following conclusion:1 Comparing the students under "mastery learning" teaching and routine teaching, no matter the mastering of technology, or the understanding of theory knowledge, there is a significance difference. It is obvious that the result of the "mastery learning" teaching in volleyball courses is superior to the routine teaching, it is feasible, effectual, and there is higher value to popularize in the general volleyball courses in university.2 After experiment, the "volleyball lesson teaching result" investigation on the two groups of students indicates that: there is an obvious improvement in motive and self-confident efficiency, etc. in the experiment group, however the comparison group does not change much. In addition, we find the experiment group hold a definite attitude on the teaching feedback issue higher than the comparison group obviously also.3 The formulation of teaching goals plays a very good guide role on choosing proper teaching method and content to the teacher and to the students' behavior inthe lesson. That students pursuing high goal' motive make their enthusiasm rise greatly too in the course, it excites the potential ability in students, raises study competences of most students, especially the middle and the last students. 4 The combination of diagnostic evaluation, formative evaluation, and summative evaluation, offers a powerful guarantee for the students to master studying and the teacher to teach again, especially the implementation of the formative evaluation, makes the question appear before the teacher and students immediately in the teaching course. The pointed "feedback-correct" measure remedy the teaching timely, and then reduce the error accumulation in students' learning.