An Experimental Study On The Situational Teaching Method Middle School Wushu Class

As the essence of Chinese traditional culture,Wushu must be protected and developed.School is the most crucial carrier in the communication and development of Wushu.Therefore,it is necessary to study and discuss campus Wushu.Under the promotion of the current form policy of our country,the martial arts teaching activities on campus are in full swing.Various martial arts teaching methods have also been introduced into the classroom.Situational teaching is recognized for its wide application in many subjects.Therefore,this paper presents the situational teaching method into the middle school martial arts classroom for teaching verification and research.This paper takes “the experimental research on the situational teaching method in the middle school martial arts classroom--taking ChangJiang no 2 middle school as an example”as the topic,with the experimental method as the core,the literature method as the verification,elaborates and analyzes the teaching of situational teaching method in the middle school martial arts classroom one by one and obtains the theoretical structure.Martial arts situation teaching is defined as a teaching method that teacher create to meet the requirement of martial arts classroom teaching in order to stimulate students' passion in martial arts leaning and classroom participation.It is suggested that teaching activities should focus on the three main objectives of emotion,cognition and skills,and should be divided into fours steps:creating the situation,entering the situation,feeling the situation and reproducing the situation.Its situation types can be divided into audio-visual story,life,role-playing four types of situation.Thefiveprinciples of autonomy,perception,creativity,education and practice should be followed in teaching.After the teaching of martial arts situational teaching method,the experimental group showed differences in the pre-test and post-test differences of martial arts learning conditions,indicating that martial arts situational teaching method could influence students' martial arts learning conditions and make them change;In the control group,there was no difference between pre-test and post-test.In the teaching experiment,the author carried out a teaching experiment research for 16 periods in junior middle school with martial arts gymnastics “hero boy”as the experimental carrier After analyzing the data,this study reached the following conclusions:1.The situational types of the situational teaching method of junior high school martial arts include audio-visual,story,life and role playing.2.The teaching principles of situational teaching method in junior high school mainly include five principles: autonomy,perception,education,creativity and practice.3.The teaching steps of situational teaching method in junior high school are divided into four steps: creating the situation,entering the situation,feeling the situation and reproducing the situation.4.The situational teaching method of martial arts in junior high school canimprove students' interest in learning martial arts and make the learning atmosphere more active.5.The situational teaching method of martial arts in junior high school can improve students' cognition of martial arts,deepen their understanding and cognition of martial arts,and be conducive to the future teaching of martial arts.6.Compared with the traditional teaching method,the situational teaching method of martial arts in junior high school can improve the promotion of students' martial arts skills.7.Situational teaching method of junior high school martial arts can enrich teachers' teaching methods,enable teachers to better complete teaching requirements,and improve teaching quality and efficiency.According to the conclusion,the author puts forward some Suggestions:1?When conducting situational teaching,first of all,it is necessary to make clear the teaching objectives and meet the requirements of the curriculum standards for compulsory education physical education and health.Then,according to the requirements,it is necessary to set up a situation that meets the teaching requirements and improve the teaching process.Flexible teaching can enrich teaching without changing the overall objectives and requirements of teaching.2?When using situational teaching method to teach,teachers should appropriately add the content of martial arts culture connotation and physical quality training,so that students can gradually deepen their cognition of martial arts in the teaching process,and achieve the corresponding physical quality improvement,so as to meet the learning requirements of martial arts technical movements in the future.3?Before conducting situational teaching,teachers should strengthen their own learning,strengthen their understanding of situational teaching method,get familiar with the application of the whole teaching method,actively develop a variety of situations that meet the teaching requirements to meet the teaching needs,enrich the teaching content of martial arts class,and improve the teaching quality.4?After the practice of situational teaching in martial arts classes in junior middle school,it is suggested to apply the teaching results and experience gained to other subjects or groups of students of different ages,so as to improve the situational teaching method,form a complete teaching system and make contributions to the follow-up teaching.