The Experimental Research Of "Mastery Learning" In Basic Technology Teaching Of Volleyball

Since implementing class teaching,there has been contradiction between the unified contents of courses,method,starting point,time and the different knowledge experience, intelligence,will and 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' differences in physical stamina and technical performance bring teacher and teaching a heavy test.It becomes an unavoidable topic in the current teaching on how to give consideration to students' individual differences under the organizational form of collective teaching and how to have a bumper harvest by a large scale teaching under existing."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 the 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 paper has used the law of documentary materials,data statistics,experts consult, questionnaire investigation,and teaching experiment.It has finished the experimental research of "mastery learning" in volleyball teaching smoothly 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 and under the support of faith that "everybody can study".After the experiment,the following conclusions can be drawn after analyzing the data through the contrasting of the comparison group and experiment group:1 Comparing the students under "mastery learning" teaching and routine teaching,There is a significant difference no matter in the mastering of technology or in the understanding of theory knowledge.2 After experiment,the investigation on the "volleyball lesson teaching result" between 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 more definite attitude on the teaching feedback issue than the comparison group obviously. 3 The formulation of teaching goals plays a very good guide role on choosing proper teaching method and contents to the teacher and on the students' behavior in class.Students' motive of pursuing high goal and administrative levels of teaching goal make their enthusiasm rise greatly in the course too,excite the potential ability in students and raise study competences of most students,especially the middle and the last students.4 The combination of diagnostic,formative,and summative evaluations 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 questions in the teaching course appear before the teacher and students immediately.The pointed "feedback-correct" measures remedy the teaching timely,and then reduce the error accumulation in students' learning.