Research On The Selection And Application Of Technical Teaching Methods Based On Person-oriented And Item-oriented

Under the background of "education power" and "sports power" in the new era,the teaching requirements of sports technology always adhere to the premise of "safety first",take "moral education" as the goal,reasonably integrate imparting knowledge and skills,and improve quality and abilities.and combine students’ physical and mental development law with special Acquisition Law,which not only reflects the Person-oriented but also takes into account the item-oriented.In order to verify the feasibility and educational value of the selection of technical teaching methods based on the people-based and item-based methods,this article uses system theory,process theory,and Babansky optimization theory as the theoretical basis,using literature data method,expert interview method,questionnaire survey method,Experimental methods and mathematical statistics methods,Starting from the concepts of Person-oriented(people-oriented education philosophy and the law of students’ physical and mental development)and item-oriented(sports skills formation law,teaching process,teaching sequence,physical education class category),it connects with the general long jump teaching of physical education majors and conducts technical teaching Examples of method selection and application,and a 16-hour teaching experiment to verify the scientificity and effectiveness of the selection of technical teaching methods based on person-oriented and item-oriented methods.Experimental results show:(1)Before the experiment,the physical shape and quality indicators of the students in the experimental class and the control class were statistically analyzed,and it was concluded that there was no significant difference in the basic sports ability of the students in the two classes(P>0.05).(2)The Mann-Whitney U test was performed on the statistical results of the questionnaire before the experiment,and it was concluded that there was no significant difference between the experimental class and the control class before the experiment in terms of interest in long jump learning,awareness of special rules,and the ability of students to discover,propose and solve problems(P>0.05),and all are in line with the actual situation of the general course.(3)After the experiment,t-test was performed on the long jump technical evaluation,standard deviation and total scores of the students in the experimental class and the control class,and found P<0.05;in addition,from the analysis of standard deviation,the standard deviation of the technical evaluation,standard deviation and total score of the control class students It is 3.21 points,0.11 meters and2.31 points higher than the experimental class respectively.It shows that choosing long jump teaching methods based on the concepts of person-oriented and item-oriented has a significant effect on improving students’ long jump technical evaluation,achievement of standards and overall performance,and it is more in line with the general requirements of physical education.(4)After the experiment,a T test was performed on the expert technical evaluation scores and the multiple technical evaluation scores of the students in the experimental class,and P=0.162>0.05.It shows that the evaluation method of technical subjects selected based on the education concept of person-oriented and item-oriented has an important effect on improving students’ teaching evaluation ability.(5)After the experiment,the Mann-Whitney U test and Wilcoxon Signed-Rank test were carried out on the results of the questionnaire,and it was concluded that the students in the experimental class and the control class after the experiment were interested in learning,cognition of technology composition,ability to find problems,and satisfaction with homework after class.There is no significant difference(P>0.05).However,from the perspective of its percentage distribution,the experimental class is in learning attitude(interest and initiative),recognition of long jump special rules(technical composition and special rules recognition),students’ ability to discover,pose and solve problems,and satisfaction with the teaching organization(Teaching progress,evaluation methods and satisfaction with homework)are slightly better than the control class.