An Experimental Study Of Morston's Reciprocal Teaching Method In Middle School Volleyball Teaching

As a means of cultivating students' universal use,physical education classroom teaching is the whole process of physical education teachers imparting knowledge and skills to students,How can teachers better transfer knowledge and skills to students and how to better convert them into their own Learning outcomes,teaching methods play an indispensable role in this process.Choose the appropriate teaching methods in teaching to achieve the purpose of mobilizing students' enthusiasm,cultivating students' active learning and improving the quality of classroom teaching.Mosston's reciprocal teaching method is a teaching method in which the teaching effect is promoted in the form of group cooperation,by setting observers and practitioners in the teaching process,and using the standard table designed by the teacher to form interactions between students.This study takes Mosston's reciprocal teaching method as the research object in the middle school physical volleyball class.It mainly uses teaching methods and questionnaires to conduct 12 weeks of randomly selected two classes of students in Grade 4 and 7 of Boxian Middle School in Zhenjiang City.Teaching experiment,in order to explore the influence of Mosston's reciprocal teaching method on students' volleyball and passing skills,physical quality,volleyball interest and ability development,through Mosston's reciprocal teaching method and traditional teaching method Compare and analyze its effectiveness in the middle school volleyball teaching process,and provide reference for improving the quality of middle school volleyball teaching and enriching the teaching methods of middle school volleyball.The research results show that:1.In the technical evaluation of volleyball mats and passing skills,the experimental group using Mosston's reciprocal teaching method and the control group using the traditional teaching method can significantly improve the students' performance in the technical evaluation.The difference in technical evaluation results is significant,and the Mosston reciprocal teaching method is more conducive to students standardizing volleyball and passing skills.2.In terms of volleyball ball passing and passing technical standards,the experimental group using Mosston's reciprocal teaching method and the control group using the traditional teaching method can significantly improve the students' achievement scores.The difference is significant,and Mosston's reciprocal teaching method is more conducive to students mastering volleyball and passing skills.3.In the use of volleyball ball and pass technology,there is a difference between the experimental group using Mosston's reciprocal teaching method and the control group using the traditional teaching method.Mosston's reciprocal teaching method is more conducive to students'smooth and stable use of volleyball and passing skills.4.In terms of physical fitness,the experimental group using Mosston's reciprocal teaching method and the control group using the traditional teaching method have improved in the test results of speed and strength quality indicators,but there is no significant difference,but in the There is a difference in the test scores of the sensitive quality indicators after the experiment.The Mosston reciprocal teaching method is more conducive to improving the sensitive quality of students.5.In learning volleyball interest and classroom development.Mosston's reciprocal teaching method is beneficial to the active classroom atmosphere,so that students can get rid of the shackles of teachers,feel the fun of classroom learning,and improve students' interest in learning volleyball.It is conducive to improving the business level and innovative ability of volleyball teachers,and prompting teachers to design the classroom.6.In terms of capacity development,Mosston's reciprocal teaching method requires students to complete the dual tasks of observation and self-observation in the teaching.During the observation,the constant communication and cooperation between the peers is not only conducive to improving the students' observation ability.It also plays a positive role in improving students' interpersonal skills.