The Design And Proof Study Of "Action-Process-Cooperation" Teaching Mode In Digging Technique In Volleyball Course

After the publication and implementation of the"Decisions to Further the Education Reform and Promote the All-round Education"in 1999 and the"Principles on Physical Education in Colleges and Universities"in 2002 by Chinese State Council, the PE reform has got new views and choices under the guidelines of"all-round education","life-long education"and"Health First". The practicing of new PE courses provides vast opportunities for teachers to make innovations by replacing the aim-oriented traditional PE with health-oriented new education, which focuses on the overall and sustainable development of the students and new educating systems are also formed accordingly.According to the basic concepts of the new physical education, the latest PE reform emphasizes to change students'learning process from forced acceptance to active participation and research. During this kind of process, students can develop their abilities of information collection and processing, new knowledge acquisition, problem analyzing and solving and communication and cooperation. Whereby, a new and effective training mode of"Action– Process– Cooperation"is formed.This thesis, by respectively borrowing certain parts from theories of active learning, process education and cooperative study, aims to form a teaching mode of"Action– Process– Cooperation"and has put the mode into the teaching of volleyball digging technique for a field test. Subjects for this research are PE major in Jianghan PE College. Several research methods like bibliographic method, questionnaire method and teaching test methods have been used in this study. This research mainly studied the influences that the"Action– Process– Cooperation"teaching mode can have to the volleyball digging technique, students'exercise motive and the group collaboration, in the hope to give more guidance and directions to the volleyball education.By sorting out and analyzing the results of the teaching test, the following conclusions are made:1. If reasonable teaching targets, strategies and ways of group cooperation are fixed, the mode can help students learn and master the technique as well as enhance students'interest and enthusiasm.2. The implementation of the mode could improve students'exercise motives as well as their confidence. The influences on students'motives are mainly realized by affecting the factors like physical and psychological needs and their study targets.3. When the mode is implemented, by affecting the elements of the group collaboration, such as the task and target of the group, stability of the group structure, students'sense of roles and their self-satisfaction, co-operation and competition inside of the group, great team work spirit and cooperation and good interpersonal relationship are achieved.