Experimental Research On The Teaching Method Of Taekwondo In Elementary Schools

Since the 21 st century,in the context of a new round of curriculum reform,the concept of quality education has been continuously promoted,which points out an important direction for the effective development of physical education in primary schools.Under the requirements of constantly enriching the contents and forms of school physical education,taekwondo,a new sport which is conducive to the all-round physical and mental development of primary school students,has attracted the attention of primary and secondary schools all over the country.Taekwondo,as one of the teaching contents of primary school students' physical education curriculum,its teaching effect is inevitably related to the design and arrangement of teachers' teaching methods.From the practical teaching practice,the application of situational teaching method in primary and secondary school physical education classroom has significant feedback effect,which can make students better understand and master the teaching content,which has certain significance for the improvement of teaching effect Value,but there are also some disadvantages,such as the introduction of the situation "waste" part of the classroom time,reduce the students' exerciseload and exercise density,and may have a negative impact on the improvement of physical quality and sports technology level.Therefore,this paper will take this as the starting point to seek a new method,which can not only ensure the improvement of students' interest in sports learning,but also effectively achieve the teaching objectives,namely,the hybrid teaching method(integrating the traditional teaching method with the situational teaching method).In order to demonstrate the effectiveness of the hybrid teaching method,90 students from taiyangcheng primary school in Nanjing were selected as the experimental objects,and the research was carried out by using literature,interview,questionnaire,experiment and mathematical statistics1.In the aspect of physical quality: the scores of students in the three groups who used the traditional teaching method,situational teaching method and mixed teaching method in 50 m and sitting forward flexion after the experiment were improved.After the test,P < 0.05,it shows that the physical quality of the three groups before and after the experiment is significantly different,but from the perspective of the improvement range,the mixed teaching method is obviously better than the traditional teaching method and situational teaching method.2.In the aspect of skill mastering,there are significant differences between the traditional teaching method and the situational teaching method in technical horizontal kicking,front kicking,chapter one of Taiji and three segments of the grid(P <0.05).From the perspective of effect,hybrid teaching method is better than situational teaching method.3.In the aspect of skill mastering: there is no significant difference between the traditional teaching method and the mixed teaching method in the cross kick technique,but through the further research,it is found that the differences among the three techniques are significant.As a whole,the learning effect of the mixed teaching method is better than that of the traditional teaching method.4.In the aspect of skill mastering: there is no significant difference between situational teaching and traditional teaching in the three-stage block of technology.The traditional teaching is better than situational teaching in the effect of technical horizontal kick and front kick.The effect of situational teaching is better than that of traditional teaching method.5.In the aspect of learning interest in Physical Education:the three groups of students who used the traditional teaching method,situational teaching method and mixed teaching methodhad differences in sports participation,active interest in learning,passive interest in learning and independent learning degree after the experiment.After the test,the mixed teaching group had significant differences(P < 0.05).The situation teaching method has significant P < 0.05 in the positive and negative interest of students,but there is no significant difference in the traditional teaching group(P > 0.05).