Asynchronous Teaching Method In Hurdle Teaching Applied Research

The research on the asynchronous teaching theory and Practice on the basis of the study, combined with the hurdle practice characteristics, of asynchronous teaching method in teaching of hurdles concrete implement process and the teaching effect, through in hurdling teaching experiment of implementing asynchronous teaching method and traditional teaching method, comparative analysis of two teaching methods in improving students’ sports technique master degree, athletic performance and related psychological factors change, focusing on the asynchronous teaching method in hurdle teaching practice effect.In this paper, using the method of documentary, questionnaire, teaching experiment and mathematical statistics and other methods of asynchronous teaching method in teaching of hurdles in the application of in-depth study, through the experiment draws the following conclusion:1, Asynchronous teaching method is based on the students physical quality and mental characteristics of individual specific groupings, each put forward different teaching requirements, methods and students’ learning emphases of teaching, it is the teachers’ guidance and the students’ learning asynchronous asynchronous of unity. In the process of teaching according to students’ actual conditions, set up different teaching objectives, using packet asynchronous form of practice as well as all, classification and individual teaching organization form of teaching, make all kinds of students to achieve the best learning effect, embodies the principle of teach students in accordance with their aptitude, consistent with the practical teaching of Hurdle Run project.2, In Hurdle Race Teaching Implementation of asynchronous teaching method can improve students’ hurdle technology level, sporting achievements and hurdle theory knowledge, improve the teaching effect of hurdle race.Teaching experimental results show that, the application of asynchronous teaching method in the experiment class standards, technical evaluation results and students’ psychological factors and so on were significantly higher than those in the traditional form of the control class teaching.3, Hurdle running asynchronous teaching method by group interaction teaching method, namely group mutual reference, mutual help, mutual evaluation of students’ cooperative consciousness and interest in learning, stimulate students’ motivation to learn, change and take a correct attitude towards study, the results showed that, the application of asynchronous teaching method in the experiment class in learning interest, learning motivation, learning attitude and consciousness of cooperation were higher than those of the control class according to the traditional teaching.4, Hurdles in asynchronous teaching method, through the "self-study, inspired, review, homework, correction and summary of" six factors of study means, to effectively improve the students’ independence, teaching through "inspired" the use of teaching methods, to effectively improve the students’ thinking ability and the ability to analyze problems.