Research On The Application Of Double - Subject Interactive Teaching Mode In Sports Dance Teaching Of Physical Education

Sport dancing, as a new type of sports, is an integration of sport, art and entertainment, which not only can improve the physical function, body figure, flexibility,coordination ability and malleability,but also have lots of benefits for both the physical and mental health. The former state education commission made the sport dancing as the content of the university sports teaching in 1987, which make the sport dancing accessible to PE class in university. After only a few decades,this sport has a quick development and becomes very popular and common and make itself become a new type of sports for university students’participation in sports event and physical exercise.Although the sport dancing get more and more attention, it is still effected by traditional concept of sport teaching. Sport dancing never get rid of the limitation of the traditional sport teaching model. Sport dancing is belongs to the sport type which mainly focus on skills, therefore, is is usually inclined to the traditional model: "teacher’s demonstration -- explanation -- decomposition demonstration -- students’practice--correction". The teaching model is single and boring, and students can only receive it passively, which can not really teach the students what they really need. In conclusion, this kind of teaching method imposes the limitation to the development of students’independent learning ability and deprives students of independent thinking, besides, to some extent, it is also bad for students’ ability to create and compose the sport dancing by themselves. Therefore, it is urgent to develop a new model for sport dancing teaching."Double subject interactive" teaching model is an brand new teaching model. In order to testify that a practical and efficient teaching model is suitable for sport dancing teaching, this paper uses the students, those enlisted in 2013, of the special sport dancing A class and B class as the experimental subjects. Besides, the methods occupied in this paper include:literature review, expert interviews, mathematical statistics, comparative experiments and other methods. The test cycle contains 18 weeks, with four times teaching experiments one week. The index includes physical quality, sport dancing skills, the ability to create and compose the dancing and the theory scores. Through the analysis of the experimental results, we reach to the following conclusions:(1) In the ordinary university sports dancing professional teaching, both of the"Double subject interactive" teaching model and the traditional teaching model can improve students, physical quality efficiently.(2) In the ordinary university sports dancing professional teaching, both of the"Double subject interactive" teaching model and the traditional teaching model can improve students, sport skills. However, the "Double subject interactive" teaching model is more efficient.(3) In the ordinary university sports dancing professional teaching, we can conclude that the "Double subject interactive" teaching model is more efficient way to improve the students,ability to create and compose the dancing through the comparison with traditional teaching model.(4) In the ordinary university sports dancing theory teaching, we can conclude that the "Double subject interactive" teaching model is more efficient way to improve the students,theory scores through the comparison with traditional teaching model.