An Empirical Study On The Combination Of Happy Physical Education Teaching Mode And The Teaching Of Wushu Public Course

In this paper, under the guidance of "lifetime sports" thought of happy sportstheory and applied to the analysis of the sports colleges and universities in recentyears, martial arts teaching present situation and existing problems, and puts forwardthe happy sports teaching mode and teaching combined with the hypothesis of sandamartial arts. From the choice of the establishment of teaching goal, teaching methodsof using several aspects, optimization of martial arts teaching, in order to form themost efficient, most scientific, most popular with the students of the course,fundamentally solve the seemingly "happiness" in the teaching practice of martial artsclass does not make practitioner truly happy paradox. Improve the students’ interest inlearning martial arts, enjoy the pleasure of martial arts class for them, but also topromote the development of the sports college wushu them better in the future, inorder to cultivate students’ lifelong sports consciousness to provide practical basis.This paper USES literature, experiments research, questionnaire survey andmathematical statistics research methods, such as in the Harbin sports institute2010level sports education professional students as the object of practice for case study,and happy in the martial arts teaching of physical education teaching mode and for thefuture sports colleges and universities the benign development of martial arts teachingto provide some useful reference.Through studying the following conclusions:(1) through contrast experiment teaching, two groups of students there is nosignificant difference on physical quality grades, but they all have different degrees ofimprovement.(2) through the contrast experiment teaching, two groups of students in wushumovement there is no significant difference between the master degree. That happysports teaching models will also promote the students master the martial artsknowledge, improve the teaching effect. (3) through contrast experiment teaching, two groups of students there aresignificant differences in students’ internal motivation, that happy sports teachingmodel is more advantageous. In addition, two groups of students on the internallearning motivation part dimension there is no significant difference, that happy sportsteaching pattern in these areas there are still insufficient, still need to be furtherimproved and improve.