The Guide Experiential Teaching Mode In The Research On Application Of Track And Field Teaching Of The Ordinary Middle School

With the in-depth development of the implementation of the new curriculum standards and sports teaching reform, explore new teaching mode effectively improve the quality of teaching and improve students’ comprehensive ability to become a hot topic in the field of sports teaching research, there are many new sports teaching mode. However, in the actual teaching process, due to the characteristics of the track and field events as well as track and field teaching in secondary schools by the shackles of the traditional sports teaching ideology and influence long-term, resulting in most of the students like gym class, not like track and field classes of phenomena, and seriously affect the track and field teaching quality. To guide experiential teaching mode as the the constructivist teaching guiding ideology under the new teaching mode, improve motor skills, and to stimulate students’ interest in learning, improve learning enthusiasm and initiative, improve the effectiveness of teaching for sports teaching a new sports teaching methods. This article through the use of guided experiential teaching mode in the ordinary Middle School Track and Field Teaching Teaching experimental research, testing and teaching middle school track and field teaching guide the experiential teaching mode and traditional sports teaching mode effect further validate the boot experiential teaching model for students positive impact on the learning effect, provide a reference for future high school track and field teaching reform, thus promoting the reform of school physical education.By literature data, questionnaire, observation, experimentation and mathematical statistics, research methods, and combined with the characteristics of the middle school track and field teaching, the first year of the two classes of boys as the research object, Beijing101Middle School,28hours of teaching experimental use in the teaching guide experiential teaching mode and traditional mode of teaching comparative experiments, the following conclusions:(1)Guided experiential teaching model designed by teachers in the teaching process is conducive to technology is migrating to guide project activities allow students to participate fully in the activities and experience, and then the team members interact and share discussionsencourage and guide the teachers’enthusiasm, stimulate students’ interest in learning, to cultivate the ability of students teaching methods, more suitable for the track and field events boring.(2) Guided experiential teaching mode in a lot of games in instructional design, the use of a reasonable series of positive transfer in favor of technological challenges of project activities, improve student learning enthusiasm and initiative, to improve the students’ interest in learning.(3)Guided experiential teaching mode in the technical process of learning to follow the step-by-step teaching principles easy to difficult boot challenging project, in line with students’ cognitive learning rule of law and technology to help target achievements and skills assessment of success.(4)Guide experiential teaching model references the concept of teamwork, in the implementation process reasonable grouping guide challenging activities project team in the form of participation, focusing on students’ reflection to share and discuss the evaluation process enthusiasm evaluation, which improve students’self-confidence, and develop problem-solving abilities of the students’sense of teamwork and analysis.