A Study On Experiential Teaching Design Based On Sports Injuries In High School PE Class

In recent years the Chinese high school’s PE curriculum reform and proposes theidea of "for experience to teach, for experience to learn". This is because the way ofexperimental teaching has been widely applied in high school PE classes. Experimentalteaching methods have been used to encourage student experience and personal feelingsas first priority. This has had positive effects on increasing interest in studying andmastering technical effects of the action, instead of the traditional spoon-feeding teachingmethods. However there are still certain problems which we still face for example theteaching plan may sometimes be unreasonable and therefore may also disrupt thestructure and organisation of the curriculum. thus resulting in students having to takesports risks, and may also affect the effectiveness of teaching high school PE; so much asturning "experience teaching" completely into "sheep teaching". Therefore the positiveand negative aspects of this kind of teaching method will directly affect the safety ofteaching, practice, and the teaching organisation. This will require the attention andconcern of the students who are currently studying in the field of Physical Education.This topic were mainly based on literature reviews, interviews, surveys, experiments,mathematical statistics and other research methods; and based on the experience of themany issues faced by the traditional teaching methods. A study of both theoretical andpractical aspects will be conducted and the goal is to improve "experimental teachingmethods" in teaching high school Physical Education. The article’s main content includesresearch topics, purpose, and the current situation around the world, the subject andmethods of research, the experiments, the result, the conclusion, the recommendationsand other aspects. The results show that:(1)prior to the experiment, the occurrence of sports risks between the experimentalgroup and the comparing group of students were not significant (P>0.05), safety betweenboth groups were also of minimal significance (P>0.05).(2)After the experiment the occurrence of sports injuries between the two groupswere of significant differences in characteristics (P<0.05). Proper teaching methods candrastically improve the effectiveness of teaching high school PE and ensure the safety of the students.(3)After the experiment the teaching of safety during class by both groups were of adramatic difference (P<0.01). Thus in conclusion, with the correct teaching methods wewill be able to safely prevent sports injuries during Physical Education.(4)With the correct teaching methods and specific emphasis of safety regulations andits design,“experience teaching” for high school physical education would be able toincrease students’ knowledge of the possible risks and therefore reduce any unnecessarysports injuries; this is also specified in the PE risks curriculum which would be taught andused to help and notify students of the possible risks.(5)During the experiment, the exercise density of both groups were of significantdifference (P<0.05) we can infer that experience teaching of high school physicaleducation can effectively improve the practice density and thus receiving better results.