Research On The Application Of "JiTT" Teaching Mode In Physical Education In Secondary Vocational Schools

objective: This study is based on JiTT mode application in sports discipline,on the basis of theoretical exploration,JiTT through experiment teaching mode and the traditional teaching mode to students sports theory and skills,independent learning ability,the teaching effect evaluation,teaching satisfaction four teaching evaluation in terms of contrast,analysis JiTT pattern in the secondary vocational school sports teaching effect of practical application,for the future about JiTT patterns in the practice of sports discipline research provide reference and reference.Methods: selecting chengdu railway health school level 2016 rehabilitation professional two classes as the research object,both the number of classes for 30 people.Two classes of gender,age,the final result of the previous period,there were no statistically significant difference(P > 0.05).Were randomly divided into experimental class and that in comparative classes,one class USES JiTT teaching mode,another class USES the traditional teaching mode,experimental period to 36 hours.Using relative evaluation and the decisive evaluation way of teaching evaluation,combining the experimental classes and that in comparative classes performance theory and skills,active learning ability,learning satisfaction evaluation,teaching evaluation four aspects of experimental measurement before and after the test,and then the relevant comparison and analysis.Comparing with independent samples t test between groups,comparing with the relevant samples t test,before and after data with mean +/-standard deviation(’x+s),measurement data with X2 test,with significant difference(P < 0.05).Results:(1)the students theory and skills test score comparison: that in comparative classes and experimental class was no significant difference(P > 0.05);That in comparative classes measured before and after comparison there was no significant difference(P > 0.05);Test comparison before and after experimental classes have significant difference(P < 0.05);Experiment significantly higher than that in comparative classes after test after test(P < 0.05).(2)the ability of autonomic learning is: that in comparative classes and measuring experiment shift was no significant difference(P > 0.05);That in comparative classes measured before and after comparison there was no significant difference(P > 0.05);Test comparison before and after experimental classes have significant difference(P < 0.05);Experiment significantly higher than that in comparative classes after test after test(P < 0.05).(3)the study effect evaluation of comparison: comparison measurement about that in comparative classes and experimental class there was no significant difference(P > 0.05);That in comparative classes measured before and after comparison there was no significant difference(P > 0.05);Test comparison before and after experimental classes have significant difference(P < 0.05);Experiment significantly higher than that in comparative classes after test after test(P < 0.05).(4)the teaching mode of satisfaction evaluation comparison: comparison measurement about that in comparative classes and experimental class there was no significant difference(P > 0.05);That in comparative classes before and after the test there was no significant difference(P > 0.05);Measured before and after experimental classes in active participation to collect process information,innovative teaching method,classroom discussion and active with classmates refer to relevant learning materials several indicators have significant differences,before and after measuring apparent optimal test(P < 0.05);After that in comparative classes and the experimental measurement after test in active participation to collect process information,innovative teaching method,classroom discussion and active with classmates refer to relevant learning materials several indexes exist significant difference,and after the test is better than a pretest(P < 0.05).Conclusion:(1)JiTT teaching mode to improve students’ theory and skills.(2)JiTT teaching model is more advantageous to improve the students’ ability of autonomous learning.(3)JiTT teaching mode to improve the teaching effect(4)JiTT mode to get their trust.