Experimental Study Of Task-Driven Teaching Method In Small Basketball Teaching

Small basketball players are the cornerstone of the development of national basketball.It is of great significance to develop the speed,endurance,sensitivity,coordination and other physical qualities of young athletes,and to reserve talents for the training of outstanding basketball players of the country.In general,China’s basketball level has been reduced in recent years,so it is urgent to discover and explore the channels for selecting outstanding basketball players and innovate the ways of selecting talents.With the support of the General Administration of Sport of China,the school studies small basketball under the concept of "combining sports and education".At present,the campus development and research of small basketball in China is not comprehensive,and the primary school basketball teaching is not teaching students in accordance with their aptitude,with the overall restriction on the development of small basketball.Task-driven teaching method is the main body,by creating situations,group learning,skill display,effect evaluation teaching methods,to give full play to students ’ independent ability,communication ability,problem solving ability,students learning and master small basketball;consult the literature,the teaching method in basketball,track and field,volleyball projects,meanwhile,primary school teaching focused on cultural theory class.This experiment selected two classes in the fifth grade of Xiwanzi Primary School,Chongli District,Zhangjiakou City,Hebei Province.The paper was written by the methods of literature,questionnaire,expert interview,mathematical statistics and experiment,and the following conclusions were drawn:(1)The physical quality test was improved,and the results in endurance,flexibility,sensitivity and speed showed that the progress of the experimental group was higher than the control group(P <0.05).(2)In basketball technology,in the dribbling,passing and shooting data,the experimental group is higher than the control group,and it is different(P <0.05).(3)Compared with the experimental group and the control group,they significantly improved their interest in learning,learning attitude,and team responsibility questionnaire tests(P <0.05).According to the above conclusions,the following suggestions are put forward :(1)teachers constantly improve their comprehensive quality,lifelong learning concept,constantly enhance their professional knowledge reserve,improve their ability to adapt flexibly and regulate the classroom atmosphere.(2)In the task-driven teaching method,we should follow the principle of gradual progress,gradually improve students’ learning difficulty and skill level practice,pay attention to students with different levels,give more care,help students with different receptive abilities to complete the course teaching and skill goals,and improve students’ active learning ability and enthusiasm.(3)In the process of task-driven teaching,we should pay attention to the main body of students,be diligent in encouraging students to learn,and give rewards and encouragement to outstanding students.