Based On Task Oriented Teaching Goal Set In The Colleges Of Badminton Teaching Experiment

As the21st century first10years of development, education as the carrier of knowledgeis playing the more and more major role. China’s education reform with the development ofthe society is continually innovation and change. And physical education teaching reform atpresent mainly concentrated in the curriculum, teaching methods, teaching pattern. Theteaching targets for sports teaching work is deeply, this is because the reasonable setting caneffectively promote the teaching goal of teaching effect enhancement, to further deepening thereform of physical education and have important theoretical and realistic significance.Goal orientation theory that, students in the sports activities, including sports teaching,tend to use different directional, they to participate in sports activities for his motivation, insports activities to support the reason, in their ability of cognition, judge your success orfailure is the standard as well as participation in sports activities of behavior also it will bedifferent. Study found that, the task to make the students directional sports activities toproduce a strong interest, more willing to accept a challenge, seek constructive problemsolving strategy; Self is easy to make the students directional confidence in their ability toengage in sports activities, lose interest.This study in ordinary universities for a semester badminton class teaching experiment,the task as a teaching reference index directional effect, use of the teaching goal setting asimplement teaching means, expect to today’s intervention traditional teaching high schoolstudents, like sports and passive learning not like PE class the situation for a change of trying.This study set by teaching badminton skills to achieve goals and teaching is on target toundertake to the student task oriented goal oriented. Through the experiment, found that basedon task of teaching goal setting of directional method, experimental classes of students’ taskdirectional level obviously higher than that in comparative classes, from learning attitude andacademic performance than that in comparative classes, but also the students have madesignificant progress.