Experimental Study On The Effect Of Language Performance Feedback At Different Times And Frequencies On Cheerleading Teaching

In the process of teaching,it is of great significance for teachers to provide correct and reasonable feedback to promote the teaching effect.Accurate and effective feedback content can help learners to control actions and master correct action patterns.In this study,the effect of language performance feedback at different frequencies and times on the teaching effect of Cheerleading was taken as the research object,and 40 students in Grade 2 of Wuhan Inger Middle School were taken as the experimental subjects(through the pre-test,there was no significant difference in the physical fitness of the experimental subjects,P > 0.05).The methods of literature,logical analysis,experiment and mathematical statistics were used to study the effects of language performance feedback on the teaching effect of Cheerleading at different times and at different times.Frequency of language performance feedback produced by cheerleading teaching effect is studied.The theme of this study is the impact of language performance feedback on the teaching effect of Cheerleading at different times and frequencies.So this study divides the experiment into two parts: experiment 1: the impact of language performance feedback at different times on teaching effect;experiment 2: the impact of language performance feedback at different frequencies on teaching effect.The experiment was designed by single factor,totally random and multi-group design.The experiment was divided into five groups(synchronous language performance feedback group,terminal language performance feedback group,100% language performance feedback group,33% language performance feedback group and control group).Through 15-week teaching experiment,the teaching effect of different groups was measured and analyzed with the students' cheerleading display score as the measurement index.conclusion:1.From the perspective of providing language performance feedback at different times,the scores of synchronous language performance feedback group after experiment were significantly different from those of terminal language performance feedback group after experiment(P < 0.05).The scores of students in synchronous language performance feedback group after experiment(62.75)were better than those of students in terminal language performance feedback group after experiment(59.13).In cheerleading teaching of primary school,the scores of students in synchronous language performance feedback group after experiment were significantly higher than those in terminal language performance feedback group after experiment(59.13).Theteaching effect of providing synchronous language performance feedback is better than that of end language performance feedback.2.From the perspective of providing different frequency of language performance feedback,the scores of 100% language performance feedback group after the experiment were significantly different from those of 33% language performance feedback group after the experiment(P < 0.05).The scores of 100% language performance feedback group after the experiment(64.63)were better than those of 33%language performance feedback group after the experiment(61.25),providing 100%frequency in cheerleading teaching in primary schools.The teaching effect of rate language performance feedback is better than that of 33% language performance feedback.3.From the perspective of comparative analysis of teaching effect between different frequency language performance feedback group and control group,there was significant difference in scores between two groups(P < 0.05).100% language performance feedback group set score(64.63)was better than synchronous language performance feedback group set score(62.75)and 33% language performance feedback group set score(61.25).Compared with the end language performance feedback group,the group score(59.13)was better than that of the control group(56.88).In this study,the teaching effect of 100% language performance feedback in primary and secondary school cheerleading teaching is better than that of synchronous language performance feedback,33% language performance feedback is better than that of terminal language performance feedback.