The Application And Effectiveness Of Research On Children’s Summer Vacation Swimming Training By Using Mastery Learning Approach

In existing teaching process, due to the influence of traditionalteaching ideas, teaching methods, students’ individual differences andother factors, in the organizational forms of collective teaching, thereexists a dilemma of the need to take care of the majority demands, andalso to take into account the individual needs.Mastery learning teaching methodology is a teaching method advocatingstudents to master learning materials under the best teaching conditionsand with sufficient time. Its central idea is that teachers in thecollective teaching process implement teaching according to the teachingobjectives, and then carry out formative evaluation, through the feedbackof which teachers can identify problems in the students’ learning andtimely remedy them. Afterwards, they implement another formativeevaluation to determine the extent of students’ mastery of the learningcontent. This will not only play the advantages of traditional classroomteaching, but also cater to the individual differences among students,and make the most of the students get good grades.This paper attempts to apply "Mastery Learning teaching methodology”in swimming teaching. Through comparative teaching experiments, it seeksto explore whether "Mastery Learning teaching methodology is moreeffective than traditional teaching methods for Swimming Teaching and tooptimize swimming teaching methods in the hope of providing a new way ofthinking and theoretical basis for the swimming teaching. Through theexperiment, the multiple teaching results of the experimental classes andcontrasting classes are now concluded as follows:（1）in the summer swimming training, the use of "Mastery Learning"teaching method, student learning outcomes significantlyincreased. Experimental results show that the experimental group didbetter than the contrasting group in terms of the level of techniques, technical standards and motivation to learn. After the experiment, thequestionnaire shows that compared to traditional teaching methods,"Mastery Learning" teaching method can better enhance students’ interestin learning and self-confidence and is conducive to students’ sense ofactive participation and hence classroom teaching effectiveness can befurther optimized. The results show that "Mastery Learning teachingmethodology is more effective than conventional teaching.(2)"mastery learning” teaching methodology clarifies the level ofteaching objectives, thus students are motivated to pursue higher goalsand are capable of bringing out the most potential. The majority ofstudents, especially poor students, have enhanced their enthusiasm forstudy and strengthened their learning abilities.(3) The integration of diagnostic, formative and summary evaluationin "Mastery Learning teaching methodology” provides a guarantee for theteachers to have a knowledge of students’ learning progress and to beprepared to teach at the next phase. Especially through the repeatedapplication of formative evaluation, teachers can promptly identifyproblems and timely intervene, providing students with guidance andremedial teaching,there by reducing the accumulation of errors instudents’ learning.