The Experimental Study Of PBL Teaching Method In The Teaching Of Back Style High Jump

PBL teaching method is a problem oriented teaching method,which is recognized by most teachers because of its unique teaching organization.Physical education teachers of professional sports is the cradle of teacher training for the new way of teaching learning and learning is necessary,the school sports teaching in the form of development efforts to diversify the direction of teaching,teaching reform initiated by the country booming in Colleges and universities,School of comprehensive ability and to enhance students' learning skills students to develop lifelong learning habits of students has a new goal of training for teachers.PBL teaching method is not limited by the framework and mode of traditional teaching methods,so it can make up for the shortage of traditional teaching methods.The emergence of PBL teaching method and its application in teaching can arouse the students' enthusiasm for learning and improve the students' learning efficiency and ability.In this paper,we use "PBL teaching method" as the key word to search through literature,and provide a theoretical basis for writing this article by consulting a lot of literature.According to the needs of this article,questionnaires are designed and issued to understand the students' understanding and recognition of the PBL teaching method.The experimental and mathematical statistics are used to make reasonable statistics of the collected questionnaires and data in order to obtain the data needed in this paper.Therefore,the following conclusions are obtained from the study of PBL teaching method in the teaching of back style high jump1,through this teaching experiment,we tested students' theoretical scores of six week back style high jump.The average value of students in experimental group was 72.5526,the mean value of students in control group was 60.0263,and students' overall performance increased by 12.5263 in theoretical test.The results of the experimental group were higher than those of the control group,and there was a significant difference between the two groups(P < 0.05).It can be seen that the PBL teaching method has a significant improvement in the knowledge mastery of the students in the process of high jump.2,after six weeks of teaching,the students performed the test of half way decomposition of the back style high jump.The data showed that the total number of students in the first stage increased by 5.2632 and second,and the students in the second stage increased by 6.3158 or third.In each of the three stages,the scores of the experimental group were significantly higher than those of the control group at each stage,and there was a significant difference between them in each stage(P < 0.05).Therefore,the PBL teaching method has a very good teaching effect in the teaching of back style high jump.However,in the six week of action decomposition in the process of teaching,PBL teaching method in the teaching process also reflects some problems,in the process of teaching students in thinking diffusion,Lenovo will be combined with the situation of multi subject knowledge,some students divergent thinking is very strong,make the students of technical action Lenovo is too complex,so there will be "superfluous" effect.And there are a lot of deviations from the learning techniques,which are not greatly influenced by the whole technical action.3.After twelve weeks of teaching,the students were tested for the assessment of the technical action of the whole course of the high jump.The average value of the experimental group was 78.684.The average value of the control group was 65.000.,and the overall improvement of the students' technical score was 13.684.The students in the experimental group were better than the control group.There was a significant difference between the two(P < 0.05).It shows that the PBL teaching method has a very good teaching effect in the teaching process of back style high jump.4,after twelve weeks of teaching,the students carry on the test of the back style high jump.From the data,we can see that the male students in the back style high jump group(1.3500 + 0.05923),the experimental group women(0.9115 + 0.14480)high jump performance is obviously better than the control group(1.1960 + 0.09073),the control group female(0.8769 + 0.13955)jumpers.In the process of learning and practicing,students will have various kinds of problems according to their learning contents.The solution and understanding of these problems will further enhance students' interest in learning and the standardization of correct actions.On the basis of the standard technical action,the back style high jump is practiced,so the students' achievement will be greatly improved.5 and twelve weeks after the end of the experiment teaching of the students in the experimental group and the control group of students conducted a questionnaire survey of students from the questionnaire feedback,can be clearly seen in the Fosbury Flop learning process of students on problem solving ability theory,cognitive ability,cooperative learning ability,Fosbury interest ability training,these aspects the data reflect the students in the experimental group was significantly higher than the control group students(P < 0.05).So PBL teaching method in the teaching process of back style high jump,the students in all aspects of ability to improve,teaching effect is remarkable.6,in this semester's back style high jump teaching,after twelve weeks' experiment,the students' satisfaction degree of teaching methods was investigated.From the feedback information of students,the experimental group was significantly higher than that of the control group.It shows that the students are very recognizable to the teaching method.In this teaching method,the students' achievements have been greatly improved in the process of high jump,and the students have a positive attitude towards the teaching methods.