Research On The Application Of Cooperative Learning Method In The Teaching Of Pattern Rope Skipping In Primary School

Under the background of the reform of Primary School Physical Education Curriculum and the development of children in the new era,the development and utilization of rope skipping as a school-based curriculum resource enriches the teaching contents of Physical Education,the characteristics of strong coordination and interaction are in line with the primary school students' lively body,strong thirst for knowledge and wide range of interests.The core of the teaching reform is to change the original simply accepted learning style and establish a learning style that fully mobilizes and gives full play to students' initiative,cooperative learning principle is to improve the interpersonal relationship between teachers,students and students,to obtain information from multiple channels,and finally to achieve common goals and tasks,but also pay attention to the cultivation of students' comprehensive ability.Therefore,in the Physical Education Teaching,the Change Teacher's teaching idea and the student study way are vital.Cooperative learning method improves the disadvantages of traditional teaching method and provides a new teaching method for students to construct learning space independently and cooperatively,which can meet the needs of quality education and society.Through teaching experiment,this paper aims to study the difference of teaching effect between cooperative learning method and traditional teaching method in the teaching of pattern rope skipping in primary school,it provides the theoretical basis and practical significance for the popularization and application of cooperative learning method in the teaching of pattern rope skipping in primary schools.In this study,students in grade 3(Grade 5)of Lanzhou Experimental Primary School in Gansu Province were selected and two classes were randomly selected.One class was an experimental class(60 students,31 boys and 29 girls),with 81 rope skipping levels per person per minute.Cooperative learning method was adopted.One class was a control class(60 students,30 boys and 30 girls),with 78 rope skipping levels per person per minute.Traditional teaching method was adopted.The average age of the two classes was 11 years old,and there were 120 students in total.Through the literature material law,questionnaire investigation,teaching experiments and mathematical statistics,comparative analysis of the specific studies the cooperative learning method and traditional teaching method in pattern in rope skipping teachingto students' physical quality,figure rope skipping grades,cooperation ability and interest in learning,teaching effect,after a semester of teaching experiment,the test statistic data using SPSS22.0 software independent sample t-test analysis the following conclusions:(1)cooperative learning method is helpful to inspire students' learning interest;(2)Cooperative learning method is conducive to the cultivation of students' cooperative consciousness;(3)Cooperative learning method is conducive to the improvement of students' performance in synchronized rope skipping;(4)Cooperative learning method is conducive to the improvement of students' one-minute skipping ability.In this paper,the application of cooperative learning method in the elementary school figure rope skipping teaching research,improves the classroom atmosphere,interpersonal relationship,improve the teaching efficiency,for the vast number of elementary school physical education teachers to figure rope skipping teaching improvement and change the way of students' learning put forward the following Suggestions:(1)cooperative learning method should be promoted in primary school pattern rope skipping teaching and use;(2)Cooperative learning should be paid attention to and applied in the “learning” of teachers' “teaching” students;(3)The evaluation of students' performance in pattern skipping should focus on the combination of quantitative and qualitative;(4)To improve teachers' teaching ability to cope with the change of pattern skipping teaching.