| With the comprehensive advancement of quality education in China and the continuous deepening reform of higher education,the traditional concept of education has changed.The author believes that in the classroom teaching,the rational use of teaching methods is the key to the success of teaching.A good teaching method can grasp the interest points and attention of students in the class,and guide students to follow the teacher's ideas to complete the teaching content.Swimming is a compulsory technical course for college sports majors.It not only promotes the healthy development of students' physical and mental health,but also the survival skills that students must master when encountering dangerous situations.Therefore,the author wants to apply task-driven teaching methods to college sports majors.The swimming is required.In the process of task-driven teaching,the importance of students' subject status is emphasized.Teachers are transformed from simple teachers to organizers,participants and instructors of teaching activities.According to the content of the course,the teacher combines the task setting with the teaching content.Together,through tasks to drive students' interest in learning,strengthen students' ability to master knowledge skills,and task-driven teaching methods can shorten the degree of polarization between students,so that well-learned students in every class There are new advances,so that students who learn slowly can find their own deficiencies and increase their self-confidence to a large extent.The research in this paper draws on the theory and experience of some experts and scholars on the study of task-driven teaching methods.Applying the task-driven teaching method to the teaching practice of college swimming majors,and applying the experiment to the conventional teaching method and task-driven teaching method,the comparative analysis of the produced teaching effects,and exploring the necessary courses in college sports major swimming The feasibility and effectiveness of using task-driven pedagogy.According to the research needs,the author uses research methods such as literature data method,investigation method,experimental method and mathematical statistics method.A total of 60 students from the 2016 swimming and dance majors of the Hebei Normal University Sports Institute were randomly selected for a 9-week,34-hour teaching experiment.And the following findings andconclusions are drawn.After the experiment,the following research results were obtained:(1)In the performance of breaststroke technical evaluation,the P value of the experimental class and the control class is less than 0.01,indicating that there is a highly significant difference in the technical evaluation results of the two groups of breaststroke.(2)In the aspect of breaststroke,the P value of the experimental class and the control class was less than 0.01,indicating that there was a highly significant difference in the results of the two classes of breaststroke.(3)In terms of swimming theory scores,the comparison of the principle of swimming technology,the P value of the experimental class and the control class is less than 0.01,indicating that there is a highly significant difference in the technical principle of the two classes;the swimming common sense knowledge dimension,the experimental class Compared with the control group,the P value is greater than 0.05,indicating that there is no significant difference in the knowledge of the common sense between the two classes;in the dimension of the problem solving problem,the P value between the experimental class and the control class is less than 0.01,indicating the two classes.There is a highly significant difference in the results of problem solving problems.(4)In the aspect of students' swimming learning interest,the average of the experimental class is significantly higher than the control class,and the P is less than 0.01,indicating that there is a highly significant difference.The intra-group comparison P value of the experimental class is less than 0.05,indicating significantness.Difference,the comparison P value of the control group was greater than 0.05,indicating no significant change;in the negative dimension,the mean of the experimental class was significantly higher than the control class,and P was less than 0.01,indicating that there was a highly significant difference,of which the experimental group The intra-comparison P value is less than 0.01,indicating a highly significant difference,while the comparison P value in the control group is greater than 0.05,indicating no significant change;in the skill learning dimension,the mean of the experimental class is significantly higher than the control class,and P is less than 0.01.,indicating that there is a highly significant difference,in which the comparison P value of the experimental class is less than 0.01,indicating a highly significant difference,while thecomparison P value of the control class is greater than 0.05,indicating no significant change;in the activity activity dimension,The average value of the experimental class was higher than that of the control class,and P was less than 0.05,indicating that there was a significant difference.The comparison P value of the experimental class was less than 0.05,indicating that there was significant Sexual differences,while the comparison P value of the control group was greater than 0.05,indicating no significant change;in the dimension of swimming attention,the average value of the experimental class was higher than the control class,and P was less than 0.05,indicating that there was a significant difference,in which the experimental class The intra-group comparison P value was less than 0.05,indicating a significant difference,while the control group's intra-group comparison P value was greater than 0.05,indicating no significant change.(5)In terms of student cooperation ability,the comparison between the experimental class and the control class,the P value is less than 0.01,indicating that the two classes of students have highly significant differences in cooperation ability after the experiment.Among them,the intra-group comparison P value of the experimental class was less than 0.01,indicating a highly significant difference.The comparison P value of the control group was greater than0.05,indicating no significant difference.Through the research results,the following conclusions are drawn:(1)After the experiment,the swimming skill evaluation and the achievement scores of the experimental class were significantly higher than those of the control class,and the difference between the two classes was highly significant.It shows that the application of task-driven teaching method in swimming class can obviously improve the students 'swimming skills.(2)After the experiment,the swimming theory knowledge scores of the experimental class were higher than that of the control class,and the difference between the two classes was significant.It shows that the application of task-driven teaching method in swimming class can improve the students' knowledge level of swimming theory.(3)After the experiment,the interest of swimming learning in the experimental class was higher than that in the control class,and there was a significant difference between the two classes.It shows that the application of task-driven teaching method in swimming class canimprove students' interest in swimming learning.(4)After the experiment,the cooperative ability of the experimental class was significantly higher than that of the control class,and the difference between the two classes was highly significant.It shows that the application of task-driven teaching method in swimming class can obviously improve students' cooperation consciousness and ability. |
PDF Full Text Request