The Experimental Research Of "Cooperative Learning Approach" In Non-Sport Major Students’ Required Course Of Swimming Teaching In Shenyang Sports University

In this paper,40students in2011class, who study swimming teaching, the requiredcourse of non-sport major in Shenyang Institute of Physical Education are randomly selectedas experimental subjects, and they are randomly divided into experimental class with20students, and control class with the other20(two classes have10boys and10girlsrespectively); The application and effects that Cooperative Learning Approach has inswimming teaching practice of non-sport major are taken as the main objects of study, andexperimental class adopts "Cooperative Learning Approach" and control class uses traditionalteaching method, they have experimental research of64class hours totally for a semester.Research purpose: Through teaching experiments, demonstrate the effects that "CooperativeLearning Approach" has in swimming teaching, the required course in non-sport major, andwhether Cooperative Learning Approach has otherness compared to traditional teachingmethod.Research methods: Through the main use of teaching experiments, questionnaire and othermethods, test the indicators of subjects in two classes after they finish courses, such as skills,group cohesion and goal orientation, and make a statistical analysis of the results.Conclusions:1) In swimming teaching, the required course of non-sport major in ShenyangInstitute of Physical Education, in adopting "Cooperative Learning Approach", experimentalclass is better than control class in the breaststroke technology assessment, completecooperation, legs technology, arm and breathing coordination, among which completecooperation and legs technology have significant differences.2) Through the tests of50mspeed swimming and two minutes distance swimming, it can be proved in swimming teaching,the required course of non-sport major in Shenyang Institute of Physical Education,"Cooperative Learning Approach" has better effects, among which two minutes distanceswimming has remarkable differences.3) In swimming teaching, the required course ofnon-sport major in Shenyang Institute of Physical Education, adopting Cooperative LearningApproach and traditional teaching method in group cohesion, cooperative learning is moreconducive to develop students group cohesion, among which group task consistency inexperimental class have some otherness before and after experiment, also have differences compared with control class, all these show the team members have more interest for theinteraction between each other and participating in group activities than group’s common goal;the group social consistency in experimental class also has differences before and afterexperiment, group social attraction in control class has differences before and afterexperiment.4) In swimming teaching, the required course of non-sport major in ShenyangInstitute of Physical Education, adopting “Cooperative Learning Approach" and traditionalteaching method in goal orientation, experimental class has differences before and afterteaching experiments, also shows differences compared with control class, while the subjects’s ego orientation in two classes have no significant change.Recommendations:1)"Cooperative Learning Approach " is used in swimming teaching, therequired course of non-sport major in Shenyang Institute of Physical Education,and it hassignificant effects in developing students swimming skills,group task consistency, groupsocial consistency and movement task orientation, corresponds with the needs betweentraining standard of non-sport major and development of contemporary quality education, andthis method can continue its application and promotion in swimming teaching.2) Applyingcooperative learning in swimming teaching of non-sport major in Shenyang Institute ofPhysical Education, students’ learning enthusiasm has been promoted, teaching effect hasbeen improved, and it is recommended to promote this method in other special sports projectsof basic technical courses in non-sport major.3) In the application process of cooperativelearning, teaching method should be specially designed and implemented based on actualsituation of the curriculum and teaching objects. Teachers should have enough preparationbefore class,spend more time and effort to make a comprehensive and detailed plan ofcooperative learning, and scientifically design classroom teaching structure and team duties,to avoid classroom disorder.