The Experimental Study Of "Mastery Learning" Teaching Model In Sprint Teaching In College Physical Education Major

Sprint technique teaching is an important professional course in college physical education, which occupies an important position. However, high requirements for students physical and psychological capacity, coupled with students individual differences bring more difficulties for the college physical education. Bloom assumes in his "Mastery Learning" teaching model that if the students aptitudes are normal, and the means and methods of teaching and the learning time are suitable for students individual characteristics and needs, then it would be expected that most of the students can reach mastery level.The implementation of "Mastery Learning" teaching model is a creative teaching activity, which promotes the teaching quality through the implementation of the teaching objective analysis and teaching evaluation. This article aims to study the feasibility and effectiveness of "Mastery Learning" teaching model in sprint technique teaching in college physical education major, and provide a reference for all-round development of the students characteristics and the improvement of teaching quality and individualized teaching.The literature, expert interviews, questionnaire survey, mathematical statistics and experimental method are adopted in this article, in order to make a comparative study between the "Mastery Learning" teaching model and the traditional teaching model in sprint technique teaching. After analyzing the data obtained from the experiment, the article got the following results:1. The application of"Mastery Learning"teaching model is better than traditional ones, which promotes the students mastery of techniques and the speculative knowledge. Consequently, the effect of"Mastery Learning"teaching model is better than traditional ones in sprint technique teaching, and its application is viable and effective. 2. Teachers are decision makers and instructors in the teaching practice of "Mastery Learning" teaching model. Students turn from passive and negative "objects" into active"subjects"who have their own characters and goals. So this can give full play to the leading role of teachers, and reflect the subject position of students.3. The analysis and establishment of the teaching objectives, and the application of the teaching evaluation will guide the selection of appropriate teaching methods and reflect the students learning. Different levels of the teaching objectives, together with individual differences of the standards of teaching evaluation stimulate the students motivation to learn the sprint technique, which give full play to the potential of students, and greatly improve the teaching quality.4. In the sprint technique teaching, the application of "Mastery Learning" teaching model can reflect the stage and systematicness of knowledge, and fit in with the law of sprint technique teaching.5. The application of "Mastery Learning" Teaching Model in the sprint technique teaching can promote the harmony of the teaching and learning environment and improve students ability to observe, analyze and solve problems.