| With the rapid development of network science and technology,global education is undergoing a digital and intelligent education reform.China,as a major educational country in the world,is the first to stand in the forefront of education reform.In response to changes in the global education situation,The government has successively issued a series of policy documents,such as the outline of the national medium and long term education reform and development plan（2010-2020）,the 13 th five year plan for the development of national education,the ten year development plan for educational informatization（2011-2020）,the 13 th five year plan for educational informatization,and the notice of the Ministry of education on the construction of national virtual simulation experiment teaching projects,which promote the construction of virtual simulation teaching platforms.With the efforts of many researchers and educational experts,the application of virtual simulation technology and the construction of teaching platform system in China have been relatively mature,and have been widely used in the teaching of medicine,biology,chemistry and other disciplines.However,there are few reports about the application of virtual simulation technology in physical education.Based on this,this research takes volleyball mat,pass,buckle and hair as the research content,adopts the methods of literature,Delphi,experiment and interview,with the help of virtual simulation experiment platform,focuses on testing the specific effect of virtual simulation technology in college volleyball teaching,explores the application effect of virtual simulation teaching in college physical education,and takes promoting the modernization reform of college volleyball teaching as the ultimate goal.The results show that:（1）After the 16 week teaching intervention of the front two hand pad technique,from the horizontal analysis,there was no significant difference between the skill achievement and the technical evaluation score of the experimental group and the control group before and after the experiment,and the performance increase of the two groups was the same.However,from the longitudinal analysis,the scores of the two groups of students have significantly improved compared with those before the experiment,resulting in significant differences.The main reason for this phenomenon is that the front two hand cushion technique is simple and easy for students to master.By increasing the amount of practice,students can form correct action essentials.（2）From the horizontal analysis,after 16 weeks of teaching intervention,there was no significant difference between the experimental group and the control group in the level of positive two handed passing,either in terms of skill achievement or in terms of technical evaluation score.The improvement of the scores of the two groups of students was basically the same.From the longitudinal analysis,the two groups of students’ scores have the same increase,and the proficiency of the two groups of students is the same.The main reason for analyzing this result is that there are few technical essentials of front two handed passing,and the technical action is simple,which is easy for students to master.Students can master movement skills through practice in 16 teaching weeks.（3）After 16 weeks of teaching intervention,there were significant differences between the experimental group and the control group in terms of the achievement of reaching the standard of skills and the performance of technical evaluation in the front upper hand service.It can be seen from the data that the scores of the two groups of students have increased,but the scores of the experimental group have increased more.The reason for this result is closely related to the advantages of virtual simulation and the technical characteristics of front up hand serve.The front upper hand service has higher requirements on the relationship between people and the ball,the throwing height,and the coordination of the body.In traditional classroom,teachers demonstrate quickly,and students’ understanding is limited due to the influence of objective conditions.However,virtual simulation technology realizes "one-to-one" guidance through "virtual classroom" to help students understand technical actions to the greatest extent.In addition,through real-time feedback after class,it can help students timely understand their own problems and correct them.Therefore,the students in the experimental group are better than those in the control group.（4）After 16 weeks of teaching intervention,there were significant differences between the experimental group and the control group.However,the students in the experimental group are better than those in the control group in terms of their overall mastery and the standard of technical movements.The main reason for this result is the immersive,illusory,interactive and lifelike characteristics of virtual simulation technology,which can not only stimulate students’ enthusiasm for learning,but also enable students to clearly see the force sequence and strength of various parts of the body in an interactive learning environment,so as to enhance students’ proprioceptive ability.In addition,virtual simulation technology can break the characteristics of time and space,by photographing the technical movements of high-level athletes in advance,it is made into a teaching template.Students enter the virtual classroom by wearing special instruments,just as high-level athletes do demonstrations for students on the spot.The close-up of the lens can let students see the exact hitting position and the subtle movements of the arm when hitting the ball,and can help students establish the characteristics of hitting power.And students can play slowly and show from multiple angles according to their own learning progress,which is conducive to the establishment of correct and complete action representation.Combined with the results of this experiment and the characteristics of volleyball,this paper puts forward specific suggestions for the application of virtual simulation technology in College Volleyball Teaching:（1）For the items with simple action structure,such as front pad and front two handed pass,which can be mastered by students through a large number of simple physical exercises,the virtual simulation technology has little impact on the teaching effect.Teachers can speed up the acquisition of students’ skills by strengthening organizational exercises in teaching.However,virtual simulation technology can be applied in the early stage of teaching to establish the role of action visualization.（2）For projects with complex technical points such as serving and spiking,and difficult for students to complete technical actions,the virtual simulation technology combined with traditional teaching methods can be used in the volleyball classroom teaching,interspersed in different stages of the formation of students’ action skills,so as to provide students with positive feedback in time.（3）The application of virtual simulation technology in Volleyball Teaching in Colleges and universities needs the support of schools and teachers.First of all,the school should support the investment of virtual simulation laboratory in terms of capital investment,and take the construction of virtual simulation laboratory as an important part of the school’s basic teaching construction.Secondly,teachers should gradually accept the application of virtual simulation technology in technical teaching,and apply it to different teaching contents and links in combination with teaching practice. |
PDF Full Text Request