Research On The Influence Of Micro-video Assisted Teaching On The Learning Strategies Of Calisthenics Students In Universities

Since its introduction into China in the 1980 s,aerobics has been widely carried out in Chinese colleges and universities,and is widely favored by college students.In the calisthenics classroom teaching,the teaching effect is not satisfactory due to the relatively weak physical education foundation and the multi-action combination characteristics of calisthenics students in the public calisthenics elective course.Teachers within the limited class,this class can only be the action of the teaching content of the combination of footwork and hand the decomposition of teaching,in the process of motor skill formation,most of the students often stay in the cognitive and directional stages of aerobic exercise,the students' action specification,the quality of action,and action coordination with music rhythm,more difficult to complete in class,students need to practice under the lesson.Students in class practice inevitably encountered in the process of forgetting,wrong,leakage phenomenon,in can't get the teachers' guidance in time or other extra-curricular learning resources support,forgetfulness,accumulate over a long period,the action will increase the new action and movements have to learn to master is not skilled,constantly hit the students' learning confidence and enthusiasm,students will gradually lose interest in aerobics learning,there are even classes to escape and weariness.PE learning strategy is an important factor that affects the methods and skills of students' self-regulation and control in PE learning.This study mainly adopts micro-video assisted teaching experiment to analyze the influence of the experiment on the students' PE learning strategies in aerobics class.In order to enrich the teaching methods of calisthenics,improve the phenomenon of students' learning difficulties after calisthenics,and promote the reform of calisthenics teaching in colleges and universities.Micro video assisted teaching experiment in henan university of finance and economics politics and law public optional sports aerobics class as the experimental object,through the demonstration of action of the teachers and students in class learning effect for video shooting,let the students in class to practice according to the teacher demonstration action compared with their own actions,so as to obtain timely information feedback,to help the student to the aerobics movements better memory and practice,promote the improvement of the students physical learning strategies,to improve students' autonomous learning ability.This paper adopts literature method,investigation method,experiment method,observation method,mathematical statistics method,logic method and other research methods.By consulting the relevant literature,provide the basis for the thesis writing;Questionnaires were given to the experimental subjects to understand the changes of students' PE learning strategies.First-line aerobics teachers were invited to observe the changes in classroom learning enthusiasm,attention and motor skills of students in the experimental group and the control group.After the experiment,we conducted interviews with teachers to explore the influence of micro-video-assisted teaching experiment on students' classroom performance and teaching process.Through two rounds of teaching experiments,the differences in metacognitive strategy,cognitive strategy,motor skill formation strategy and resource management strategy between the experimental group and the control group were analyzed.The mathematical statistics method is used to analyze the students' physique test data,questionnaire survey data,experimental data,observation data and records data,as well as the results of calisthenics sports skill test,etc.The results are summarized and analyzed,and the following research conclusions are drawn:(1)The overall physical education learning strategies of students have significant differences in the first round of experiments,indicating that micro-video-assisted teaching is conducive to enhancing students' cognition of aerobics learning,optimizing the learning methods of aerobics,improving students' awareness of independent learning and motor skills,and improving students' physical education learning strategies.In the second round of experiment,there was no significant difference in the overall physical education learning strategies of middle school students,while there were significant differences in some strategies and the experimental results were obvious,indicating that the influence of micro-video-assisted teaching on students' physical education learning strategies was not the absolute and only factor.(2)In the first round of experiments,the comparison results on specific aspects of learning strategies are as follows: Students meta-cognitive strategy of psychological activation strategy,planning strategies,cognitive strategies in the practice,fine processing,the time management strategy of resource management policy,sports skill form strategy of cognition and the practice strategy of directional stage,stage of formation of contact is a significant difference,the practice strategy of automation skilled stage is a very significant difference,other strategies do not have significant difference,show that micro video assisted instruction to improve aerobics students learning interest,learning to practice plan,increase practice time,learn to improve learning practice effect is remarkable.(3)The second round of experiments,the comparison results is learning strategies specific aspects: students' meta-cognitive strategy,class student learning enthusiasm,the overall cognitive strategy and repeat movement skills students,has a significant difference,the other policies do not have significant difference,that micro video assisted teaching to improve students' learning enthusiasm,sports skill level,promote the students to review and practice action enthusiasm of ascension.(4)The influence of experiments on students' PE learning strategies is also different with different subjects.The results of the two rounds of experiments are quite different,which may be related to the difference in sample size,students' learning foundation of aerobics,teachers' guidance degree and classroom process arrangement,and the class leader's degree of responsibility.