Research On The Application Of Dynamic Hierarchical Teaching Method Of College Wushu Public Course

This paper uses literature data method,questionnaire survey method,teaching experiment method and field survey method to carry out research on dynamic layered teaching of college martial arts courses.On the basis of grasping student stratification,lesson preparation,teaching stratum,and evaluation stratification,the study divides students into three levels of ABC through pre-tests,and forms several "xA+xB+xC" study groups,highlighting the commonality of levels and Personalized teaching and mutual learning within the group.After 32 hours,a comparative analysis of physical fitness,martial arts skills,learning interest,friendship,and cooperative attitude was made,and the following conclusions were drawn:(1)In terms of student physical fitness,both the dynamic layered teaching method and the traditional teaching method have a positive effect on improving students' 1000 meters,seated forward bending,long jump and other qualities,but there is no significant difference between the two;in martial arts performance In terms of dynamic layered teaching method,it is superior to traditional teaching.The overall martial art performance of students has been greatly improved,and there are significant differences.Among them,there is no difference between the two classes in terms of action specifications,but in action strength,rhythm,proficiency,and energy.In terms of indicators of increased technical difficulty,the performance of the experimental class is better than the control class.In terms of learning interest,friendship and cooperative attitude,dynamic layered teaching is superior to traditional teaching,and there are significant differences.In terms of teaching evaluation,the experimental class has a better choice of indicators for class learning atmosphere,teaching methods,and re-selection of martial arts classes than the control class.(2)The main reason for the remarkable results of the layered teaching method is that the martial arts teachers scientifically layer each element according to the elements of the student's martial arts foundation and interests,so that students of different levels can get corresponding levels of exercise,which is beneficial to the "recent development zone" Gain progress and improve self-confidence in learning;give full play to the cooperation mode within the group,and after the group members complete the difficulty goal,solve the difficult technical requirements of martial arts in a strong and weak way,and enhance the problem-solving ability and cooperation ability;The mode enables students to advance in time through hard work,and enhances their enthusiasm for learning and participation.The group competition mode not only enhances the sense of collective honor,but also stimulates the group's sense of responsibility for common progress.(3)The implementation of martial arts dynamic layered teaching has incomplete selection of layered basis,teachers 'teaching organization ability does not match the requirements of classroom organization,and the students' study efficiency within the group is not high.In this regard,firstly,we must grasp the basic laws of martial arts teaching,and take into account multiple factors such as students' physiology,psychology,learning ability,and martial arts conditions,and carry out diversified layers to ensure that different types of students receive the best guidance;Make full use of the results of the application of layered teaching in other disciplines,scientifically and rationally set up the layered teaching implementation links,focus on optimizing the teacher's organizational teaching process,and give full play to the student's participation;Third,combine the characteristics of the martial arts curriculum with specialized teaching training for teachers and improve teachers'application of martial arts The ability of teaching laws and the ability of multiple teaching organizations.Fourth,we must do a good job of emotional communication,actively solve the students' ideological problems and curriculum problems through communication and communication,and guide and stimulate students to maximize their personal potential in the group.Fifth,we must scientifically set evaluation methods to effectively evaluate the performance of students in and between groups,as well as the development of individuals,and to effectively evaluate groups collectively to stimulate individual and collective learning motivation.