| The earliest feedback came from cybernetics.After decades of development,it has been widely used in various industries,such as: electronics,science and technology,medical care...Our teaching is no exception.The teaching process is the process of teaching and learning information transfer and feedback control,from which problems can be discovered and problems can be solved,helping students master and strengthen teaching priorities and improve teaching quality.Some scholars pointed out that the teaching process is that the teacher continuously feedbacks the student's movements,and the student carries out constant error correction,ie feedback-correction-re-feedback-re-error correction...the process of mastering the learning task.There are mainly three types of feedback used in this study,positive deviation feedback,negative deviation feedback and zero deviation feedback.During the teaching process,the students' actions provide feedback to the teacher.The teacher feedbacks the feedback from the student and then feeds it back to the student.This feedback can be zero deviation feedback,that is,what the student action is,and the teacher gives the student feedback.What can also be positive deviation feedback,the teacher's feedback to the student is higher than his actual performance;it can also be a negative deviation feedback,and the teacher's feedback to the student is lower than his actual performance.In past teaching,the feedback given by the teacher to the student is often zero deviation from the feedback,and this feedback is considered to be most beneficial to the student's learning,while ignoring the positive influence of deviation from feedback to teaching.The purpose of this study is to integrate teaching feedback with positive deviation,negative deviation,and zero deviation according to the actual situation of the students,and to use it as a new teaching method to improve within a limited unit class.Students' technical movements can better complete teaching objectives and teaching tasks and accumulate experience for follow-up shot teaching.Research methods: This study mainly uses literature data,questionnaires,expert surveys,video analytics,mathematical statistics,and experimental teaching methods.Xi'an Institute of Physical Education conducts undergraduate shot-taking classes in2016 class 3 classes and 4 classes.A total of 40 people(of whom 20 were experimental groups and 20 were control groups)conducted a teaching experiment for16 hours.Research results: 1.The average score of the experimental group's technical evaluation is 81.25,the control group is 79.97,the P value is 0.001,and the P value is<0.01,which indicates that there is a significant difference in the scores of theexperimental group and the control group;the achievement standard,the experimental group is 9.27 The control group was 8.97,the P value was 0.063,and the P value was greater than 0.05,indicating that there was no significant difference between the experimental and control groups;the total shot put was 79.95 in the experimental group,75.98 in the control group,and 0.046 in the P value.<0.05,indicating a significant difference in the total score between the experimental group and the control group.2.Using video analysis software to analyze the student's technical movements,it was found that the experimental group shot-putting height was 1.751,the control group was 1.736,the P value was 0.001,and the P value was <0.01,indicating that the experimental group shot height and control There was a significant difference between the groups;the shot angle was 38.52° in the experimental group and 33.24° in the control group.The P value was 0.043,and the P value was <0.05,indicating that there was a significant difference in shot shot height between the experimental group and the control group;For 5.718,the control group was 5.454,the P value was 0.037,and the P value was <0.05,indicating that there was a significant difference between the initial shot speed of the experimental group and the control group.3.After the experiment was over,the students of the experiment and the control group were surveyed on the satisfaction of deviation feedback teaching.The satisfaction rate of the feedback method combining the three kinds of deviation feedback was 90% in the experimental group,basically satisfied was 10%,and the control group was zero.Departure feedback teaching satisfaction is 50%,basic satisfaction is 45%,and dissatisfaction is 5%.4.After the experiment was completed,students' interest in shooting shot and learning motivation were investigated in the experimental group and the control group.It was found that the students in the experimental group had a motivation of shot-ball learning of 36.70,a control group of30.57,a P value of 0.03,and a P value of <0.05.It shows that there are significant differences in learning motivation between the experimental group and the control group;learning interest is 30.15 in the experimental group,27.93 in the control group,and the P value is 0.045,with a P value of <0.05,indicating a significant difference in interest in shot-picking learning between the experimental group and the control group..The main conclusions are as follows:.1 in the teaching of back sliding shot put the teaching method,the experimental group using three kinds of deviation feedback teaching method and the control group using zero deviation feedback teaching method compared with the control group,the results and total results of the experimentalgroup are better than the control group,the achievement of the standard is higher than the control group,but the difference is not significant,indicating the use of three kinds.The deviation from the feedback teaching method can promote the students' understanding of the shot technique,improve the students' practice,improve the students' technical movements,and then improve the students' athletic performance.After analyzing the technical movements of the experimental group and the control group.2 found that the shot speed,hand height and hand angle of the experimental group were obviously better than those of the control group,and the differences of the experimental group and the control group were significant,indicating that the experimental group was better than the control group in the control group and the technical evaluation results of the experts to the students.Consistency shows that the use of three deviations feedback teaching methods in key technology teaching can promote students' understanding of technology and improve the level of students' technical skills.3 for the analysis of the total lead score of the students,the excellent rate and good rate of the experimental group are higher than the control group.The unqualified rate is less than the control group.It shows that the teaching effect of the three deviated feedback teaching method is better than the effect of the use of zero deviation feedback teaching method.After the.4 experiment,after the investigation of the students' satisfaction with the three kinds of deviation feedback teaching,most of the students think this method can promote their understanding of the shot technique and help themselves to master the technical movements.In the process of learning,they can relieve their learning pressure and helplessness,and improve their own.Learning interest and improving the atmosphere of classroom learning.After the.5 experiment,the students' interest in learning and learning motivation were investigated.It was found that the learning motivation and interest of the experimental group were better than those of the control group.It showed that the teaching method combining three kinds of deviation feedback was higher than the teaching method with zero deviation feedback. |
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