Experimental Research On TBL Teaching Method In Cheerleading Teaching Of Dance Performance Major

In this paper,college cheerleading teaching as the main content of the study,Xi’an Institute of Physical Education cheerleading general courses in 50 students as the research sample to carry out the teaching experiment research.In the experiment,25 students were divided into the control group and the experimental group according to the results of the physical fitness test in the early stage and on the condition that the indicators of the two groups were basically the same.The experimental group adopted TBL teaching method,while the control group carried out traditional physical education teaching activities.In this paper,in order to better reflect the rigor and scientificity of experimental teaching research,a series of research methods,such as literature review,expert interview,questionnaire survey,experiment,test and mathematical statistics,are adopted in the research.Before and after the experiment team cooperation ability of students,students initiative,and many other dimensions began a systematic comparative analysis,and carries on the basic data statistics analysis,to further verify the TBL teaching method in colleges and universities hold the teaching effectiveness and feasibility of,in the hope of TBL teaching method to la la in the common course for the operation in colleges and universities play a good role in teaching.Through the development of this experimental activity,relevant data of the experimental group and the control group before and after the experiment are collected.Through comprehensive integration and systematic analysis of these data,the following conclusions are drawn:1.In terms of teamwork: through independent sample T test,it is found that the P value of teamwork ability of students in control class before and after the experiment is 0.191,P>0.05 has no significant difference,while the P value of teamwork ability of students in experimental class before and after the experiment is 0.004,P<0.05 has significant difference.This shows that the application of TBL teaching method is beneficial to improve the team cooperation ability of college students in general course cheerleading.2.In terms of students’ initiative: The independent sample t-test shows that there are differences in the initiative of students in the control class before and after the experiment(P<0.05),and there are significant differences in the initiative of students in the experimental class before and after the experiment(P =0.000,P<0.05),and significant differences in the initiative of students in the control group before and after the experiment(P =0.001,P<0.05).It can be seen that the experimental group is more different than the control group.The application of TBL teaching method in cheerleading general course teaching is more conducive to improving students’ active initiative.3.After the experiment,the students in the experimental class accounted for 80%of the students with excellent results,20% of the students with good results,and those who failed or failed;After the experiment,in the examination results of the control class,the students with excellent scores accounted for 12%,the students with good scores accounted for 88%,and the students with failing scores and failing scores.Thus it can be seen that TBL teaching method is obviously better than traditional teaching method in the teaching of difficult movements in the general course of Cheerleading.4.In terms of teaching evaluation,after the experiment,in the teaching method evaluation of students in the experimental group,after the application of TBL teaching method in cheerleading teaching,students in the experimental group have a high degree of satisfaction with the teaching method.TBL teaching method can mobilize students’ learning initiative with an effective guiding mechanism and make the learning of difficult technical movements more efficient.