The Experimental Study On The Asynchronous Teaching In The Aerobic Of Regular Institution`s P.e Departments

Nowadays there is an urgent need to reform the teaching method of P.E education course in the universities. The new reform on the teaching method of P.E. education course requires: to arouse the students'enthusiasm of participation, to raise students'ability of practicing and learning on their own and to make their creativity into full play, which needs us to find a teaching method to meet these requirements. The asynchronous teaching method aims at cultivate study individuality of students, which can embody the guiding theory of the new reform. To implement the asynchronous teaching method of P.E. education course can ensure the smooth movement of the education reform move. Because it can avoid the differences made by students'physique, sports experience and learning motivation and make every student maintain his physical and mental satisfaction; it can cultivate the development of students'personalities and satisfy the students'creativity; It can also create a harmonious learning atmosphere for students. The teaching characteristic of aerobics requires students to have pretty good abilities of sport coordination, have good senses of music and have good abilities of controlling their bodies. In the traditional teaching process, teachers ignore the individual differences caused by students'physique, sports experience and learning motivations. When the learning is progressing, the old teaching method inevitably will cause polarization because of the higher requirements which are difficult to reach, thus leading to bad learning result. In this sense, it is necessary to acquire the asynchronous teaching method which puts emphasis on the target of making every student develop comprehensively. In this method, the teaching aim is made according to students'individual differences. In this way, it can make every student experience success, have learning initiative, improve their confidence and then naturally improve their learning results, which compensate the shortcomings of the traditional teaching method. Based on the previous achievements of the research on the characteristics of teaching aerobics required and the asynchronous teaching method, this thesis compares the teaching results of the asynchronous teaching method and the traditional teaching method applied in the teaching of the aerobics in order to explore the differences of increasing professional qualities, teaching capability and achievements of students between the two different teaching methods and focus on the explore the superiorities of asynchronous teaching method to propel the teaching reform and provide the references of aerobics teaching.Adopting literature and logical analysis, this paper demonstrated the feasibility of carrying out asynchronous teaching method in the aerobics required teaching of P.E education from philosophy, psychology and education. Teaching program and evaluation methods were researched and designed about the asynchronous teaching method in the aerobics required teaching of P.E education by literature and experts interviews. The questionnaire survey method was applied according to the actual requirement of the paper. The design of the questionnaire was revised three times according to the suggestion of the experts and tutor. The validity and reliability test were employed in the adjustment of structure and contents of questionnaire. The questionnaires were disseminated to the 88 students in the 3 and 4 classes of P.E education professional and 2 and 3 classes of Xiao-xiang college P.E education professional in Hunan University of Science and Technology. 8 professors and 4 associate professors in the college of P.E education of Hunan Normal University and Hunan University of Science and Technology were selected as the questionnaires survey expert objects. The experiments subjects were same with the questionnaires survey objects. The experiments contents were the 3 level of the second set public exercise standard and the self-compose action. The asynchronous teaching method was carrying out in the experiment classes and the traditional teaching method was carrying out in the control classes. The two turns teaching experiments were developed during the 16 weeks. The fitness index and the aerobics exercise skills had not significant differences between the experiment classes with the control classes. The experiment subjects were divided into 3 levels including excellent, common and difficult subjects according to attitude, fitness and acceptance, then corresponding teaching objective were formulated to complete asynchronous teaching according to specific circumstances. Diverse evaluation methods were adopted, including attendance(10%), progress(20%), compulsory routines united examination(40%) and self-compose action check(30%). So the evaluation was comprehensive, scientific and developmental. Technical subject examination adopted aerobics compulsory routines check, and the examiners were 3 experts and professors who do not participate the experiment. The score was the mean scores of 3 examiners. The consults showed: firstly, the study motivation and self-confidence had not significant differences between the experiment classes with the control classes before experiment(P>0.05), but the scores of experiment classes were higher than that of control classes after experiment, and there had significant differences by t test (P<0.05). These results showed that through the asynchronous teaching method, the study motivation and self-confidence significantly increased. Secondly, the students of experiment classes had more organization abilities and language expression abilities through the distribution roles by teachers and rotation groups members, so there had significant differences by t test between the experiment classes with the control classes (P<0.05). The teacher of the experiment classes make students schedule formation or similar action by distribute roles, so the innovation and demonstration abilities of students in experiment classes was higher than that of control classes (P<0.05). Under the asynchronous teaching method, the performance competition fully cultured the teaching ability, evaluation ability, discriminating ability, competitive awareness and collective sense of honor. Thirdly, the coordination, music sense, rhythm sense, body posture, self-confidence and expression of the experiment classes was higher than that of control classes (P<0.05), but the temperament of the experiment classes had not significant difference with that of control classes. Fourthly, the technical scores of the experiment classes was higher than that of control classes, and there had significant differences by t test (P<0.05). The integrated scores of the experiment classes was higher than that of control classes, and there had significant differences by t test (P<0.05). These results showed that the asynchronous teaching method had apparent effects on the study of the second set public 3 level. So applying asynchronous teaching method in the aerobics required teaching of P.E education in the common university was feasible and effective.