A Theoretical And Empirical Study On Effects Of Different College Aerobics Teaching Methods On Female Students' Mental Health

The philosophy and aim for reform of College Physical Education Curriculum Teaching Guidelines for Common Institutes of Higher learning put forward new requests to college aerobics teaching. The teaching guidelines emphasize that college students should be able to set up learning objectives for physical education according to their own abilities, improve their psychological state and form an active and optimistic attitude toward life by sports consciously. They should be able to adjust their emotion by using proper methods, experience the fun of doing exercises as well as the feeling of success in sports, overcome various difficulties and show their brave and staunch qualities in the challenging sports scenes. In order to achieve the goal of physical and health education, students'subject function and teachers'leading function should be brought into full play. In this paper, the author carries out the experiment by adopting new teaching method and demonstrates the effects of improving students'affection development in the aspect of mental health.With regard to research methods, this paper uses literature consultation, empirical research, observational method and contrastive analysis approach. The empirical research selects three teaching methods hotly explored at home and abroad nowadays, namely autonomous teaching, cooperative teaching and inquiry teaching. Those three methods correspond to the new thoughts and the new trend of physical education reform in our country. They are not only teaching methods but also learning methods, which can be called autonomous learning, cooperative learning and inquiry learning as well.By comparing the experimental data, the results indicate that the application of autonomous teaching, cooperative teaching and inquiry teaching in aerobics teaching has significant effect on students'affection development and thus has a positive impact on students'mental health, which are incarnated in the study of the subjects'physical self-satisfaction and overall self-esteem dimensions. Inquiry teaching has a positive effect on female college students'physical self-satisfaction and is helpful to reduce their physical anxiety, while autonomous teaching is favorable to improve the overall self-esteem of students. The influence on the emotion of subjects is mainly reflected in depression, fluster and fatigue dimensions. The fatigue degree of female college students in the autonomous learning group increases to the utmost extent. Inquiry learning contributes to reduce the fluster degree of female students, which, however, makes their depression degree increase. Those dimensions in cooperative teaching change unnoticeably.