| Research objective: Based on the "University Physical Education and Health Curriculum Standards",this study took the optional badminton course of North China University as the basic teaching case,reviewed and summarized a large number of relevant literature,and adopted the teaching model of "integration and extracurricular integration" to conduct teaching experiments and test the effect of "integration and extracurricular integration".This paper aims to explore a teaching mode suitable for the badminton course in colleges and offer reference for the reform of physical education in colleges and universities.Research methods: This research adopts literature method,mathematical statistics method,interview method,experiment method and questionnaire method to study the application of "in-class integration" teaching mode of badminton in North China University of Science and Technology.Research results: Based on my investigation of the current situation of the optional badminton courses in North China University of Science and Technology,I find that,first of all,the main factors affecting the learning effect of the optional badminton courses for students in North China University of Science and Technology are as follows: A relatively few badminton hours,and there is a certain gap in the time required to master the badminton skills.B At present,there is still a gap between the teaching assessment content of the badminton course in North China University of Science and Technology and students' demand for improving their own special skills.Secondly,North China University of Science and Technology has the environmental foundation to realize the "in-class integration" teaching mode of badminton: A Currently,the full-time badminton teachers in North China University are mainly young teachers with sufficient teaching vitality,which can guarantee sufficient spirit and vitality in and out of class to guide students' badminton learning and participation.B At present,the field equipment of North China University of Science and Technology can basically meet the test of promoting the integration of badminton class and outside.CStudents take part in extracurricular badminton to improve their skills,expand their lives,exercise their bodies and so on.All motives provide a need for students to expand the capacity of badminton in the classroom.D.The time and duration of students' extracurricular activities are conducive to the extracurricular expansion and improvement of badminton courses.E Student Badminton Association of North China University: The Badminton Association of North China University plays a positive role in extracurricular activities.In this study,four elective badminton classes(101 students)of the 2018 non-physical Education major in North China University were selected as the experimental class and the control class respectively for the teaching experiment of one academic year(two semesters).The teaching experiment results are as follows:(1)In the course of "in-class integration" teaching in the experimental class,with the continuous improvement of students' special abilities and interests,the teaching mode should gradually change from "foundation + expansion mode" to "prelude + follow-up mode" to "pioneer + follow-up mode" to "leading + promotion mode".(2)22.4% of the students in the experimental group scored more than 90 points;57.6% of the students scored between 80 and 89 points;80% of the students scored above 80 points;12.4% of the students scored above 90;47.6% of the students scored above 80 points;60% of the students scored above 80 points.By comparing the experimental data with the data of the control group with a score of 80 or higher,the difference was significant,indicating that the learning effect of the test group was better than that of the control group.(3)The results of the experimental class and the control class were compared according to the "Levels and Testing Methods of Youth Badminton Sports Skills".Among all the test items,the experimental class was obviously superior to the control class.Among them,the grade of forehand and backhand experiment was 28% higher than that of the control group,the grade of forehand high-range experiment was 41% higher than that of the control group,the pass rate of the continuously fixed forehand upright high ball experiment class was 23.1% higher,and the forehand and overhead high ball experiment class was 21.2% higher than that of the control group.;The pass rate of forehand and overhead high ball experimental class was22.2% higher than that of control class.The pass rate of forehand and overhead lob in the experimental class was 41% higher than that in the control class.The pass rate of forward and backhand lobs in the experimental class is 32.1% higher than that in the control class.The results show that the experimental class is better than the control class.(4)As far as students take part in badminton extracurricular exercise,62.5% of them take part in it regularly,37.5% of them take part in it occasionally,35.2% of the total population of the control class and 62.4% of the students take part in it occasionally.According to the data,the experimental class was 27.4% higher than the control class,and the cultivation of extracurricular physical exercise in the experimental class was better than that in the control class.Research conclusion: 1.The connotation of "integration" teaching mode is not just in the traditional sense of "practice" class to go to school after class,but by constantly improve class inside and outside the teaching goal,teaching management,teaching content,teaching evaluation of a new complementary classroom education mode,its overall goal is to promote the development of students' overall quality.2.The current situation of badminton courses in North China University of China needs to be supplemented by the teaching mode of "in-class integration",and the university also has a realistic environment foundation for carrying out "in-class integration" teaching.3.The use of "Youth Badminton Sports Skill Levels and Testing Methods" as a quantitative means,with in-class as the main learning channel and after-class as the continuation and supplement of "in-class integration" teaching mode is conducive to the improvement of students' special sports ability and stimulate students' initiative to participate in sports. |
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