Experiment Of Procedure-teaching Methods In The Teaching Of The Three-grade Long Jump Of General Track And Field

With the reform and opening, the advancement of comprehensive quality,education in China has made great achievements. Sports education in the1980s,with the development of sports psychology and a large number of emerging of thebirth of sports social science, the new teaching concept also began to form, thesports teaching reform in the school is deepening in our country. Based on "thestudents for this,""health first"。Teaching reform put forward the "lifelong sports","happy sports." But university student’s physique still remains to be strengthened,requests us in the process of coaching to understand students’ actual level,combining with the characteristics of teaching materials, improving teachingmethods, improve teaching quality."Process approach" as a contemporary newteaching methods, and the application in sports skill teaching, which are as thestarting point of the reform of PE teaching. How to cultivate the students exerciseinterest and habit, lay the foundation for lifelong physical education, is each sportsworkers facing with the problem. So must have a kind of effective teachingstrategies in teaching. How to stimulate students interest, arouses student’senthusiasm, and improve the teaching quality of sports at the same time. In thispaper, by using the program teaching method, in the common experiment for thetriple jump in track and field teaching in colleges and universities and found:program teaching method to solve some of the problems of the triple jump in, it is anew strategy of creative teaching.This research uses the literature material method, consultation method, questionnaire,teaching experiment, mathematical statistics and other methods. The program teaching methodof "theoretical basis","instructional objectives","teaching principle, teaching mode, teachingevaluation and in the experimental study of details, etc., has carried on the thoroughexperimental research from different angles, formulated the program teaching method in thetriple jump technique in the teaching process. Certification process in theory teaching methodused in the triple jump technique teaching in common colleges and universities is feasible, after20hours of teaching the following conclusions:1, In the triple jump in three colleges and universities in general course of using the programteaching method student achievement than the traditional teaching method, the teachingexperiment research showed that: there was significant difference between the students that inthe control class and in the experimental class. student’s achievement, technical skills, shows that the implementation of the procedure teaching method to learn a three jump has significanteffect on the students. Visible application program teaching method in the triple jump in threecolleges and universities in general course is feasible, effective.2, The implementation of the procedure teaching method course in general colleges anduniversities jumped three to students to observe, analysis, problem solving is superior to thetraditional teaching method. The teachers develop teaching objectives, feedback assessment,self-assessment, information evaluation and student of solid, strengthening in the practice ofstudents has been analyzed and discussed, to find and solve problems, technical action triplejump in three have master.3, In the triple jump in three college course teaching practice of procedure teaching method,to improve the level of theoretical knowledge of students than the conventional teachingmethod is more conducive to. Students with theoretical knowledge to analysis conclusion, thewrong action how to solve, cultivate students’ good learning habits, so practice combined withtheory to achieve the purpose of.4, Research shows that students in grade three, long jump teaching can accept the procedureteaching method teaching and the number of the stidents that feel their mastery achieve theteaching objective.students feel their mastery of thorough number to achieve the teachingobjective, reflected by this method of teaching did not reduce the superiority and the expectedeffect of conventional teaching.