An Empirical Study Of PBL Teaching Method In Elementary School Football Teaching

With the rapid development of China's economy,culture,education,the traditional sports teaching mode is difficult to meet the demand of the development of the contemporary students,how to face all the students in physical education teaching,take the student as the main body of teaching principle,according to the students' individual differences and interests effective method and model,make every student can complete physical education learning tasks,achieve the purpose of the exercise,is the pressing problem facing the current PE teaching reform.The PBL learning method is introduced into the physical education classroom of primary schools to change the traditional indoctrination teaching.It is a problem-oriented learning method,which breaks the traditional teacher-student learning mode,makes students the master of the class and improves students' learning enthusiasm.The introduction of PBL learning method has changed the situation of pupils' passive acceptance of learning in PE class,fully awakening pupils' nature of active inquiry.The real problem situations in the teaching of small football games are used to guide the pupils to explore and find problems by themselves,cultivate the pupils' ability to think independently and solve problems,and at the same time create the team spirit of mutual help and learning.In this study,60 students of 2017 from Ningbo Shanghai world foreign language school were selected as the experimental group by using the research methods of literature,questionnaire,teaching experiment,mathematical statistics and expert interview.60 students of 2017 from Jiangbei foreign language art school in Ningbo were used as the control group.Before the experiment,relevant experimental indicators were tested and analyzed for two groups of students in two school districts.The experiment was carried out under the condition that there was no significant difference between the two groups of students.Two groups of students for a semester teaching experiment,the two districts of the experimental teaching content,teaching progress are consistent,and the control group using traditional teaching methods,experimental teaching joined the group's core elements and the classroom teaching effect empirical research,using qualitative analysis,MSLQ scale analysis comparison,the practice proved: the experimental group the effect of classroom teaching is superior to the control group.During the practice,students' concentration,enthusiasm,self-consciousness and self-discipline are improved,and the deep communication between teachers and students is improved.1.An empirical study on the application of PBL teaching method in soccer class of physical education found that PBL teaching method is more in line with the requirements of the new curriculum standards,and more in line with the principle of teaching students in accordance with their aptitude and local conditions,in the classroom teaching can arouse the student's enthusiasm and arouse the student's interest,conforms to the elementary school sports interesting new ideamore.2.Problem-based learning(PBL)can fully stimulate students' initiative.Students enjoy learning content and goals,and they have a certain sense of achievement.Problem-based learning(PBL)approach optimizes the teaching method and the learning method,and enables students to be close to or in the best position in the zone of recent development.3.The test of the students' passing and shooting skills showed that the students in the experimental group had a stronger grasp of passing and shooting,and the students' overall performance improved significantly.4.Problem-based learning(PBL)is an open classroom,in which students take the initiative to explore learning methods and means,and students become the masters of the classroom.The self-regulated learning of students conforms to the principle of psychological drive,which makes students have more fun in learning and arouses the mystery of learning football skills.5.Problem-based learning(PBL)greatly increases students' cooperation opportunities,improves classroom efficiency,and promotes students' friendly and cooperative learning.6.The problem-based learning(PBL)approach attaches importance to the student's main body status,the student is in charge in the classroom,the teacher's directive behavior is reduced,the student's behavior direction is strengthened,the student completes the Project-based learning task on his own initiative.7.7."Thinking begins with asking".Question setting is the key point of the whole teaching process.The purpose of teacher's questioning is clear,enlightening and exploratory,with internal and potential logical significance,facing all students.8.And put forward the following suggestions:9.Compared with the common teaching mode,PBL teaching method is very important to raise questions and create learning situations,so it is necessary to design problems to stimulate students to explore actively and create various situations to enhance students' interest.10.There is no standard answer to the problem of problem-based learning(PBL)in teaching,students can respond reasonably,students will have conflicts in cognition,and students' cognitive conflicts are the key to break through the fallibility point in teaching,teachers need to control them reasonably.1.In PBL teaching method,students will learn through their own knowledge construction,solve problems,establish new knowledge connections on the basis of their own understanding,and learn knowledge induction and summary,the teacher guides the students in their knowledge construction.4.Teachers play the role of instructor and companion in PBL teaching.When students have problems or disputes,teachers inspire and guide them appropriately by finding,exploring and talking.