Experimental Study Of "Academic Integration" Teaching Model Based On The Ability To Influence Teaching

This study explore to in Central China Normal University, Institute of physical education to carry out academic integration curriculum design of the experimental teaching mode, and through the strict experimental teaching, to explore the effectiveness of the teaching mode. The choice of teaching model in physical education school after school sports training method (discipline) and elective classes aerobics (technical) technology curriculum for teaching content, experiment teaching. Students should not only learn the theory of this chapter, but also learn to apply this theory to sports technology.. In this study, from Hubei Province in Central China Normal University Class of 2011,2012,2013 level part of the free normal, from three grades were randomly selected in each of 40 people (20 in the experimental group and the control group (n=20) a total of 120 students as experimental subjects. "Academic integration" teaching mode of intervention in the experimental group, while the control group still use the traditional separation of academic teaching model to test "academic integration" teaching mode and the traditional mode of teaching to improve the teaching ability of the students whether there is significant difference. The test results show:"academic integration teaching mode with respect to the traditional teaching method is more conducive to the improvement of students’teaching ability.Teaching skills include:theoretical knowledge, instructional design, teaching organization, teaching method, teaching innovation and teaching evaluation. According to the six dimensions of teaching skills, the author has compiled the teaching skills scale. The teaching skills scale uses the point score method of 5=, the score is set to "Likerts" completely,4= is in line,3= is generally,2= is not accord with,1= is not accord with ". Both the control group of students is the experimental group of students, after before the teaching experiment, teaching test and delayed test (course at the end of the experiment, a month), use the amount of the skills test table. Finally, the repeated measures and single factor analysis of the variance of 18.0spss were used.. The results show that:1 "academic integration" teaching mode and the traditional "academic separation" teaching mode between the significant differences.2 "academic integration" teaching mode than the traditional teaching mode can improve the level of students teaching ability3 students through the teaching mode of teaching ability of a certain age retention.