An Empirical Study On The Improvement Of Multiple Educational Benefits Of Primary School Basketball Curriculum Based On The Concept Of SPEM Curriculum

Along with the implementation of the new physical education curriculum reform in 2001 in our country,more precise requirements has been asked towards diverse education for promoting sports course benefit,which is-to adhere to the "health first" guiding ideology,to conduct the relentless pursuit of the physical education curriculum in the health knowledge,motor skills,physical activity levels,mental health and social adaptation dimension multiple educational benefits.However,the physical condition of students has been declining for 20 years,and obtaining one or two sports skills has become the dilemma of "one hundred years".Problems like the teaching method following the old rules,students' interest can not be improved,lifelong sports health knowledge being difficult to find,lifelong sports being a long way to reach etc,have been difficult to solve.In response to these problems,the current physical education curriculum is struggling.In recent years,with the implementation and in-depth study of American SPEM(Science,Physical Education and Me)curriculum,its curriculum philosophy and teaching mode have provided us with many perspectives and models for reference.Based on this,the purpose of this study is to design a primary school basketball physical education course that can effectively improve the benefits of diversified education by referring to the American SPEM curriculum concept.In this paper,the content of SPEM course and the research status at home and abroad are sorted out by means of literature,and the localization transformation of SPEM course is carried out in combination with basketball skills and the actual situation of physical education in primary schools in China.Secondly,on the basis of using measures such as teaching experiment,questionnaire survey,classroom measurement and mathematical statistics,two classes of grade 3 students from tiantaigang primary school in chongqing were selected as the experimental objects in accordance with the requirements of the curriculum standards for physical education and health in China.The experimental class and control class were both 32 students.The experimental class was taught by myself using the content and mode of the localized SPEM basketball course,while the control class was taught by a senior physical education teacher of the school in the traditional physical education course mode.The experiment lasted for three months.Through the comparison of the teaching effect of the two classes after the experiment,the following conclusions are drawn: 1)the localized SPEM basketball course can effectively promote students' sports and health knowledge learning and physical activity,and its promoting benefit is better than the traditional basketball sports course;2)the localized SPEM basketball course can effectively promote students' interest in sports situation and is better than the control class in terms of attention,challenge,exploration,pleasure and novelty;3)the localized SPEM basketball course is more helpful to improve students' sports expectation value than the traditional basketball physical education course,and has a significant impact on students' expectation belief,acquisition value,internal value and utility value.4)localization SPEM basketball course has a better improvement effects for students on left and right hand dribble techniques,on-the-go dribble techniques and comprehensive use of simple basketball combination techniques than that in comparative classes of students.But it has no significant effects towards the In-place hands and chest pass or the comprehensive ability to use complex basketball combination techniques.In view of the above conclusions,the following Suggestions are proposed: 1)pay attention to the pursuit of multiple educational benefits of physical education courses and the optimization of evaluation methods;2)distinguish the differences of sports items,so that the teaching content can better correspond to the objectives,methods and evaluation;3)optimize teaching methods and organizational forms,use site equipment reasonably,and ensure students' physical activities;4)divide the scope and requirements of teaching knowledge and skills at different levels reasonably,quantify test methods and standards,and reflect the growth trajectory of students;5)expand knowledge content,expand knowledge inventory,and promote the combination of SPEM courses and specific sports projects.