Experimental Research On PBL Teaching Method In Table Tennis Elective Course Of Physical Education Major In Colleges And Universities

With the continuous improvement of social and cultural level,the social demand for talents is also increasing.For college students majoring in sports,in the table tennis elective course,they should not only master the corresponding knowledge and skills,but also improve their professional related practical ability and improve their social competitiveness,so as to better adapt to the society.Based on this,the author hopes to introduce PBL teaching method into table tennis teaching in Colleges and universities,so as to enrich table tennis teaching forms and teaching theoretical system in Colleges and universities,and contribute to the cultivation of practical talents of sports majors.The main objectives of this study are: Clarify the development status,core ideas and theoretical ideas of PBL teaching method.According to the PBL teaching concept and theoretical thought,combined with the practice of table tennis teaching,make the corresponding teaching design and implementation.Mainly through quantitative research,this paper summarizes the impact of PBL teaching method on students’ table tennis technical level,physical quality,practical ability,problem-solving ability and autonomous learning ability.And draw corresponding conclusions and suggestions.The research methods of this study include literature review,interview,questionnaire,mathematical statistics and teaching experiment.The main research method is the teaching experiment method.This teaching experiment takes the 2018 physical education students of Taishan University who participate in the elective course of table tennis as the experimental object,and is divided into the experimental group(18people)and the control group(18 people).Starting from the teaching concept of PBL teaching method,the experimental group mainly creates problem situations in the form of "trial practice","role-playing practice" and "design auxiliary practice",and organically combines it with systematic table tennis teaching,so that students can master knowledge and skills in the form of problem-solving.The control group used the traditional teaching mainly in the form of training.After nine weeks of teaching experiment,the author draws the following four experimental conclusions:1.Based on the teaching concept of PBL teaching method,the table tennis teaching program designed has operability and applicability,has certain results,and is worthy of application and promotion.2.After the teaching experiment,both PBL teaching method and traditional teaching method have a small improvement on students’ physical quality,but there is no significant improvement.3.In terms of special techniques,the experimental group showed significant differences in the technical evaluation results of serve,ball rubbing and left push right attack compared with the control group,but there was no significant difference in the standard achievement compared with the control group,indicating that the two teaching methods can enable students to master technical actions,However,compared with the traditional teaching method,PBL teaching method is more helpful to help students pay attention to the details of key movements.In addition,there was no significant difference between the experimental group and the control group in terms of ball pulling technology,either in technical evaluation or up to standard performance.4.After the teaching experiment,the experimental group has significantly improved its autonomous learning ability,problem-solving ability and practical ability,while the control group has no significant improvement in autonomous learning ability,problem-solving ability and practical ability.It shows that PBL teaching method has irreplaceable advantages for the cultivation of students’ autonomous learning ability,problem-solving ability and practical ability.After comprehensively analyzing the process and conclusion of this teaching experiment,the author summarizes three suggestions:1.Flexibly allocate "PBL teaching time" and "system teaching time".2.The form of classroom grouping suggests homogeneous grouping rather than heterogeneous grouping.3.In the early stage of the implementation of PBL teaching method,teachers should invest more energy to guide students to solve problems.