Study On The Present Situation And Relationship Between College Students' Physical Education Learning Style And The Learning Effect Of Badminton Special Course

With the continuous development of badminton,it has gradually become one of the sports that college students like,and college badminton courses are more and more popular among students.In badminton special course in the learning process,because there are significant differences between college students,has a different learning cognition,motivation,emotion,body show learning preferences and characteristics,such as in the sports and physical education learning style is reflected college students in the learning process of learning preference characteristics,as a relatively stable indicators,embodied in the process of physical education learning.Therefore,it is of great significance for the overall development of college students' physical and mental health and the overall improvement of learning effect to adopt different teaching methods for students with different learning styles by focusing on students' individual differences and focusing on students' individual differences.This paper uses literature data method,questionnaire survey method,mathematical statistics,logic analysis,with Shanghai Lixin University of Accounting and Financial badminton special class as an example,study the Shanghai Lixin University of Accounting and Financial badminton special class college students' physical education learning style and badminton special class learning effect to the overall situation,and different gender,grade,professional differences,the correlation analysis and regression analysis was carried on.The main research results are as follows:1?Shanghai Lixin University of Accounting and Financial students sports learning style scored higher in the sub-dimensions of attribution difference,motivation strength,feedback polarity and feedback frequency,and lower in the sub-dimensions of convergence and divergence,meditation and impulsiveness,body display and alienation demand.There were significant differences in the sub-dimensions of body display and dissimilation demand between different genders and different grades(P<0.05).There was no significant difference in other subdimensions(P>0.05).There were significant differences in the sub-dimension of limb display among college students of different majors(P<0.05).There was no significant difference in other subdimensions(P>0.05).2?Shanghai Lixin University of Accounting and Financial students badminton special class learning results in the middle level.Among the four assessment items,the classroom attendance and extracurricular exercise had better learning effect,while the learning effect of special skill 1 and special skill 2 was worse.There were significant differences in the learning effects of extracurricular exercise and special skill 2 among different genders,grades and majors(P<0.05).There was no significant difference in class attendance,special skill 1 and total learning result(P>0.05).3?After the correlation analysis and regression analysis of the students' sports learning style and the learning effect of badminton special class in Shanghai lixin accounting and finance college,it is found that there is a linear regression relationship between the convergence and divergence,the strength ofmotivation,the attribution difference,the feedback polarity,the body display and the learning effect of badminton special class.The learning effect of badminton courses for college students is greatly influenced by the strength of motivation,attribution difference,convergence and divergence,feedback polarity and body display.4?Based on the discussion of college students' learning style on the learning effect of badminton special class,the teaching Suggestions to improve the learning effect of college students' badminton special class are as follows: stimulate students' learning interest and improve their learning motivation;To improve students' cognitive comprehension and motor skills;To provide positive feedback to students and enhance their self-efficacy;Respect students' individual differences and enhance their self-esteem.