Application Research Of Scaffolding Teaching Method In College Public Physical Aerobics Class

Since the opening of public aerobics classes in colleges and universities,aerobics has been recognized and loved by college students because of its integration of music,gymnastics and dance.It combines fitness,heart-building and entertainment functions.Looking at the current teaching of public physical aerobics in colleges and universities,we can find that most teachers use traditional teaching methods.Although it is beneficial to the basic knowledge of students,students can mechanically accept knowledge during the learning process,students' initiative and sense of cooperation are difficult to develop.The scaffolding method is a modern teaching method under the guidance of constructivism theory.It is teacher-led and builds a framework based on the current level of students and the level of development to be achieved.It mainly consists of building scaffolding,scenario creation,independent exploration and cooperation.The five teaching links of learning and effect evaluation provide effective support and help for students.In recent years,many scholars have begun to pay attention to the application of the scaffolding method in physical education.Based on the research perspective of scaffolding theory,this paper explores the feasibility and implementation path of the scaffolding method applied to college public sports aerobics class,in order to provide a theoretical basis and practical guidance for the teaching reform of public sports aerobics class in colleges and universities.This paper mainly uses the literature method,teaching experiment method,questionnaire survey method,mathematical statistics method and other research methods to select 110 college students from non-sports majors of Shandong Normal University for a 12-week comparative teaching experiment.The analysis leads to the following conclusions:1.Applying the scaffolding method to college public sports aerobics class can improve students' physical quality and performance,and enhance students' self-learning ability and cooperation ability.2.In the physical quality,both the experimental group and the control group improved,but the improvement speed and amplitude of the physical quality of the experimental group were better than the control group,which also reflected the importance of aerobics to cultivate the physical quality of college students.3.The experimental group's teaching test scores are better than the control group.The students in the experimental group not only can master the technical movements,but also have self-confidence in self-expression,indicating that the use of the bracket-based teaching mode is conducive to students' mastery and understanding of aerobics movements.4.The scaffolding method can improve students' interest in aerobics knowledge and skills,and the classroom enthusiasm is high,and the self-learning ability and cooperation ability are also significantly improved.5.Scaffolding teaching method can help students to deeply understand their own shortcomings and advantages and stimulate their own internal motivation.Students are better than traditional teaching mode in self-cognition and ability to construct learning content.