Effects Evaluation And Analysis Of Applying Cooperation Learning Teaching Mode In Aerobics Classes

Objective: Cooperation learning as a teaching mode in the application of physical education has been generally admitted. Some studies show that the use of cooperation learning teaching mode plays a positive role in improving the study results of sports skills, and at the same time, that the students' physical and mental health also improves greatly. According to the characteristics of aerobics teaching and the study results of cooperation learning teaching mode, applied the experimental method, the thesis evaluates and analyzes the combined effects of applying cooperation learning teaching mode in aerobics classes. The purpose is to explore the science of the application of cooperation learning teaching mode in college aerobics classes and to provide some theories to college aerobics teaching and relevant skills teaching reform.Methods: Two girls classes were selected as subjects. The experimental class used cooperation learning teaching mode and the contrastive class used conventional teaching mode. A 16-week aerobics teaching experiment was carried out. Before and after the experiment, two groups of students were examined on the aspect of the body shape, the physical function, the physical fitness, the mental health, special aerobics test results, and based on the above data, the statistical analysis was carried out. Using College Students Physical Health Standards as the reference of the test target of the body shape, the physical function, and the physical fitness, it selectes the following 15 items, the height, the weight, the chest cirumference, the waistline, the hip circumference, the upper arm cirumference, the thigh cirumference, the vital capacity, the heart rate test level, 50 meters, 800 metres, the standing long jump, the grip strengths, the seat body bend, the one minute rope skipping; the mental health target test adoptes the Symptom Checklist (SCL-90).Results: On the aspect of the body shape, the physical function, the physical fitness and so on, after the experiment, both the experimental group and the contrastive group obviously decreases in weight, waistline, hip cirumference, upper arm circumference, thigh cirumference and so on, and the differences are significant. On the aspect of the mental health, the cooperation learning experimental group achieves significant improvements in the level of somatization, interpersonal sensitivity, depression, paranoid ideation, additional items etc, but after the experiment, the contrastive group does not significantly improve in every level except that the somatization and the additional items improve obviously. On the aspect of professional aerobics skills, both the experimental group and the contrastive group achive higher results after the experiment than before the experiment. What's more, the results of experimental group are much higher than the results of contrastive group after the experiment.Conclusion: In college aerobics classes, both the cooperation learning teaching mode and the conventional teaching mode can differently improve the college students' levels of the body shape, the physical function, the physical fitness, special aerobics test results and mental health. There is no obvious difference between the two teaching modes to improve the body shape, physical function, physical fitness, but cooperation learning teaching mode can achieve more improvement than the conventional teaching mode on the aspect of special aerobics test results and mental health. According to the above analysis, the combined effects of applying cooperation learning teaching mode in college students' aerobics classes are superior to the effects of traditional teaching mode.