Research On The Establishment And Present Situation Of Cooperative Learning Ability Scale For Middle School Students

In order to strengthen the research on the theory of PE learning,make up for the deficiency of the evaluation tools of PE cooperative learning ability of middle school students in China,fully understand the current situation of PE cooperative learning ability of middle school students in China,change the PE classroom teaching mode and mode,and improve the quality and level of PE teaching.In this study,multiple research methods such as literature review,questionnaire survey and mathematical statistics were comprehensively applied.In combination with cooperative learning and other theories,a series of studies were conducted on sports cooperative learning of middle school students in China through theoretical research,scale preparation and questionnaire survey.Firstly,the scale of sports cooperative learning for middle school students was developed.This scale not only combines the basic knowledge of sports cooperative learning theory,but also preliminarily understands the practical situation of middle school students' sports cooperative learning by issuing open ques tionnaire and other measures.Besides,it also refers to domestic and foreign scholars' research materials and questionnaire items related to cooperative learning,and determines the questionnaire items by combining with China's practice.After completing the questionnaire,we listened to the opinions of 7 experts in school sports,sports statistics and sports psychology,and modified the questionnaire again.Then we conducted exploratory and confirmatory factor analysis and a series of scale preparation procedures,and developed the scale of Chinese middle school students' sports cooperative learning ability.Specific process is: the nationwide for stratified sampling,a questionnaire items,the first draft of the survey of 1200 high school students,after the analysis of the questionnaire it ems,delete identification degree lower 1 item,then combined with the actual situation,through exploratory factor analysis and confirmatory factor analysis,delete 5 does not conform to the actual conditions of entry,eventually identified five dimensions,a total of 30 entries cooperative learning of middle school students' sports ability to scale.Through data verification such as calibration valid ity,it is proved that the data obtained from the scale are more reliable and reasonable in structure,which can be used as a scientific evaluation tool.Secondly,a nationwide survey was conducted by using the sports cooperative learning scale for middle school students.A total of 1636 middle school students from 12 middle schools in China were involved.Relevant data were obtained by issuing questionnaires to these students.Finally,these subjects are classifie daccording to gender,school period and whether they are the only child or not,so as to compare the sports cooperative learning of different types of students.Finally,after data processing,result analysis and discussion,the following conclusions are drawn:1.The sports cooperative learning ability scale of middle school students is divided into five dimensions,namely,social skills,personal responsibility,positive interdependence,group self-assessment and mixed grouping,with a total of 30 items,including 5 reverse scoring items.2.The scale of cooperative learning ability of middle school students in sports has theoretical basis,good reliability and validity,and can be used as a scientific tool to measure the cooperative learning ability of middle school students in China.3.Female students' sports cooperative learning ability is better than male students,and there is a significant difference.There are obvious differences in individual responsibility,mixed organization and positive interdependence.How ever,male students scored higher than female students in the dimension of social skills,and there was a significant difference.4.In terms of sports cooperative learning ability,junior high school students are superior to senior high school students,and there is a significant diffe rence between the two.Among them,there are significant differences between middle school students and high school students in social skills,personal responsibility,positive interdependence and group self-assessment.5.Among middle school students,sports cooperation ability of non-only children is better than that of only children,and there is a significant difference.In terms of social skills,personal responsibility and group self-assessment,there are significant differences among middle school students with or without only children.However,in terms of positive interdependence and mixed grouping,there was no significant difference between middle school students with and without only children.