Research On The Effect Of Cooperative Teaching Mode In Aerobic Dance Teaching

Research Background:Under the background of deepening college physical education reform and increasing demand for social sports talents,it is imperative to innovate college physical education teaching methods and teaching concepts.As a teaching model that has emerged in recent years,the cooperative teaching model focuses on cultivating students 'cooperation and competitiveness,can improve students' learning interest and enthusiasm,and has attracted more and more attention and application from sports teaching workers.Aerobic dance,as a dance form combining the advantages of Latin,jazz,and artistic gymnastics,is popular among college students for its novel forms of exercise,multiple movements,strong tempo,and fast rhythm.At this stage,the teaching of aerobic dance courses in colleges and universities is mainly based on traditional teaching methods.Exploring new and useful teaching modes is of great significance to improve the quality of aerobic dance teaching in colleges and universities and further promote the popularization of aerobic dance sports in colleges.Research methods:In this paper,questionnaire survey methods,literature data methods,experimental methods,and test methods are used.The students of the Aerobic Dance Elective Course of Shanghai University of Finance and Economics are used as research objects.A four-month teaching experiment is conducted to understand the cooperative teaching model in colleges and universities.Effects in aerobic dance teaching.The main results of the study are as follows:1.The independence of the experimental group and the control group before the experiment in physical fitness(sit-ups,standing long jumps,50 m running,800 m,sitting forward flexion),non-cognitive ability(learning attitude,self-confidence,learning interest,cooperation ability)The t-test P values were all greater than 0.05,and the differences were not significant.2.Before and after the experiment,the experimental group and the control group had a P-value of less than 0.05 for the two indexes of sit-ups and 800 m.The P-value of the three indexes of standing long jump,50 m run,and forward flexion of the sitting body were greater than 0.05.The independent t-test P values of the five indicators of sit-ups,standing long jumps,50 m running,800 m,and forward flexion in the sittingposition were all greater than 0.05,and the differences were not significant.3.The experimental group's learning attitude score was 76.43 before the experiment,83.47 after the experiment,and the control group's learning attitude was77.00,after the experiment was 79.36;the experimental group's self-confidence score was 67.58 before the experiment,and the experimental group's self-confidence score was 77.82.68.12.The post-experiment score is 73.32;the pre-experimental experimental group's learning interest score is 75.32,the post-experimental score is82.63,the pre-experimental control group's learning interest score is 76.52,and the post-experience score is 77.36;The former control group had a cooperation ability score of 71.55,and the post-experiment score was 80.35.After the experiment,the independent t-test results of the experimental group and the control group were less than 0.05,and the differences were significant.4.The scores of artistic expression in the experimental group and the control group were: music sense(8.62,7.84),action completion(8.73,7.88),expression(8.64,7.51),physical feeling(8.77,7.66);in the set of actions The scores for completion were technical action(8.59,7.54),teamwork(8.76,7.60),and consistency(8.73,7.79).After the experiment,the independent t-test P values ??of the above aspects in the experimental group and the control group were less than 0.05.The difference is obvious.The main conclusions of the study are as follows:1.Cooperative teaching mode can improve the quality of students,but the effect is not obvious.It is related to short training time and slow improvement of physical fitness.2.Cooperative teaching mode can effectively improve students' non-cognitive ability(learning interest,attitude,self-confidence,and cooperation consciousness),so that students have a stronger interest and enthusiasm in learning aerobic dance.3.The cooperative teaching mode has advantages in improving the technical level of aerobic dance for female college students,and the teaching effect is good.