Research On The Application Of Implicit Stratified-Cooperative Teaching In College’ Cheerleading Teaching

Cheerleading project has been in China for a short time.The theoretical development of Cheerleading course and teaching is relatively late,and the development in general universities is not deep enough.Due to the individual differences of students,the learning speed is not synchronized,the students’ learning interest is insufficient,and it is difficult to effectively master the course content.Implicit stratified-cooperative teaching fully respects individual differences.On the basis of protecting students’ privacy and self-esteem,it implements teaching goal stratification and teaching content stratification for students at different levels to maximize their learning potential.At the same time,it achieves common development at all levels through cooperation and communication among students at different levels.Therefore,this paper puts forward the use of implicit stratified-cooperative teaching in college cheerleading course,integrates the differences of students’ cheerleading skills,learning interest and motivation,as well as cooperation consciousness and self-confidence,designs teaching contents and goals suitable for students at all levels,and promotes communication and cooperation among students at different levels through small group work,so as to achieve common development.Through the methods of literature review,questionnaire survey,teaching experiment and mathematical statistics,this thesis selects 60 female students of Cheerleading public optional course of Shanxi University of Finance and Economics in grade 2019,and divides them into experimental class and control class,with 30 students in each class.The implicit stratified-cooperative teaching method and conventional teaching method are used for 16 weeks and 32 class hours of teaching experiment.The results show that:(1)In terms of learning motivation,the total score and sub dimension internal learning motivation of the experimental group were significantly different from those of the control group(P < 0.05).In terms of improving students’ learning motivation,the implicit stratified-cooperative teaching method had more advantages.(2)In terms of learning interest,there were significant differences between the experimental group and the control group in the total score and sub dimension of independent inquiry learning and sports attention(P < 0.05).Implicit stratified-cooperative teaching is conducive to the cultivation and promotion of learning interest and the cultivation of students’ awareness of actively participating in sports activities.(3)In terms of cooperation consciousness,the total score and sub dimension team cooperation spirit of the experimental group were significantly different from those of the control group(P < 0.05).The recessive hierarchical cooperative teaching is conducive to cultivating good team cooperation spirit,improving college students’ cooperation consciousness,learning efficiency and interpersonal skills.(4)In terms of self-confidence,the total score and sub dimensions of academic self-confidence and social self-confidence of the experimental group were significantly different from those of the control group(P < 0.05).Implicit hierarchical cooperative teaching can effectively enhance students’ self-confidence,help students to establish a good psychological state and social ability,and improve social adaptability.(5)In terms of Cheerleading skills,before and after the experiment,there was a significant difference between the experimental group and the control group(P < 0.05).Therefore,it is feasible to adopt recessive hierarchical cooperative teaching in college cheerleading course.This teaching method is conducive to improving students’ cheerleading elective course performance,helping students master the basic skills of cheerleading,and improving the teaching effect of cheerleading.