Empirical Study On Cooperative Learning Of High School Voiieyball Gymnastics Course Based On Mind Mapping Tools

As a new type of teaching theory and teaching strategy advocated by the state,this paper takes Harbin No.3 Middle School as the research object and investigates the current situation of cooperative learning in volleyball physical education.However,as a new type of learning tool and thinking tool,mind map promotes the development of students’ divergent thinking and innovative thinking.The mind mapping tool is suitable for collective learning and can produce significant results.Therefore,the mind mapping tool is applied as an intermediary to cooperative learning to solve the problem of cooperative learning of volleyball physical education class in Harbin Third Middle School,and promote the more effective implementation of volleyball physical education class.This paper uses the questionnaire survey method and the literature data method to investigate the status quo of Harbin’s cooperative learning of volleyball physical education in Harbin No.3 Middle School.Through the experimental method and case analysis method,the mind mapping tools are applied to Harbin No.3 Middle School Volleyball.In the four types of physical education(guidance,process,structure,inquiry)cooperative learning,explore whether the mind mapping tools are suitable for the four types of cooperative learning in high school volleyball physical education.Through the teacher evaluation and student self-evaluation,mutual evaluation methods,and SPSS22 software to analyze the experimental group and control group data,the main conclusions of the study are as follows:1.The mind mapping tool is suitable for the cooperative learning of high school volleyball physical education.An independent sample T test was performed on the improvement scores of the 6 classes of the experimental group and the control group using SPSS22 software.The results showed that the improvement scores of the experimental group and the control group in the 6th class were both <0.05,indicating that the improvement scores of the experimental group and the control group were significantly different.The main reasons for the significant difference between the two groups are: the experimental group students use the mind mapping tool to improve the quality of volleyball teaching and the volleyball skill level of students.2.The mind mapping tool is suitable for the process-based cooperative learning of high school volleyball physical education.According to the results of student self-evaluation and teacher evaluation of students: the positive value of positive interdependence,face-to-face promotion group,personal responsibility and social skills are all <0.05,indicating that there are significant differences between the experimental group and the control group.The reason for the significant difference between the two groups is that the experimental group uses the mind mapping tool in the background,the students have clear goals and different tasks,the sharing of learning resources,the frequent exchange of members,and the use of polite language many times.The process is rich and the social skills are strong.3.The mind mapping tool is not suitable for structural cooperative learning in high school volleyball physical education.The results showed that the significant values of preparation posture,hand shape,hitting position,arm angle,systemic coordination and accuracy of the experimental group and the control group were all >0.05,indicating that there was no significant difference between the experimental skills of the experimental group and the control group.The main reason for the lack of significant difference between the two groups is that the mind map as a learning tool and the structural cooperative learning method(three-step interview method)conflicts in teaching time,and the structural cooperative learning method is larger than the content,occupying Excessive practice time for students leads to a decline in student skill levels.4.The mind mapping tool is suitable for inquiry-based cooperative learning in high school volleyball physical education.The results of the competition between the experimental group and the control group showed that the experimental group used 11 times of offensive tactics and the control group used 6 times.The experimental group used the offensive tactics in the game more frequently than the control group;the experimental group used defensive tactics 5 times.The control group was used twice,and the defensive tactics used in the experimental group were more frequent than the control group;and the experimental group won the game.The main reason for the experimental results is that the experimental group used the mind mapping tool to learn tactics,improved the quality of tactical teaching,and deepened the students’ understanding and application of offensive and defensive tactics.