Research On The Effect Of Scaffolding Teaching Mode In Squatting Long Jump Teaching

Purpose of the study: This paper introduces the scaffolding teaching mode into the squat long jump in higher education institutions for teaching experiments.Through teaching experiments,we investigate whether the scaffolding teaching mode can improve college students’ physical fitness,independent learning ability and cooperative learning ability,physical education learning interest,meaning construction ability and squat long jump performance.In order to analyze the influence of two teaching modes on students’ learning effect.And put forward existing problems and suggestions to improve the overall teaching effect of squat long jump,and also provide reference for teaching practice.Research method: This paper adopts questionnaire survey method,experimental method and mathematical statistics.Two classes of sophomore students in Guangdong Ecological Engineering Vocational College were used as experimental subjects.The control class consisted of 39 students,21 males and 18 females,for regular instruction;the experimental class consisted of 37 students,19 males and 18 females,for scaffolded instruction.The teaching time is from March 2021 to May 2021,for 8weeks,with one class per week.The data obtained before and after the experiment were analyzed by T-test: independent samples T-test between groups and paired samples T-test within groups.Study results:1.In terms of physical quality,compared with the conventional teaching mode,the scaffolding teaching mode can significantly improve the performance of the assisted five-level stride jump（P<0.05）;However,there is no significant difference between them in the influence of 30 meters,standing long jump and back throwing solid ball（P>0.05）.2.In terms of autonomous learning ability and cooperative learning ability,scaffolding teaching mode can significantly improve autonomous learning ability and cooperative awareness in cooperative learning ability（P<0.05）compared with conventional teaching mode;However,there is no significant difference between the two in terms of the effect on girls’ performance in the cooperative skills of cooperative learning ability（P>0.05）.3.In terms of interest in physical education learning,scaffolding teaching mode can significantly improve students’ interest in physical education compared with conventional teaching mode（P<0.05）.4.In terms of meaning construction ability,compared with conventional teaching mode,scaffolding teaching mode can significantly improve the situation value,scheme strategy,information and analysis,role and cooperation,and organization and presentation achievements（P<0.05）;However,there is no significant difference between them in the influence on innovation ability（P>0.05）.5.In the squat long jump attainment test scores,there is no significant difference between the scaffolding teaching mode and the conventional teaching mode in terms of the impact on the test scores（P>0.05）,but the improvement range under the intervention of scaffolding teaching mode（4.30% for boys and 4.20% for girls）is higher than that under the intervention of conventional teaching mode（1.87% for boys and 1.73% for girls）.After the completion of the teaching experiment,compared with the conventional teaching model,the scaffolding teaching model can significantly improve the test scores of squatting long jump（P<0.05）.6.In the technical evaluation score of squat long jump,scaffolding teaching mode can significantly improve the technical evaluation score compared with conventional teaching mode（P<0.05）.Research findings:1.Both scaffolding teaching and conventional teaching are conducive to improving students’ physical quality,but the teaching effect of scaffolding teaching mode is better than that of conventional teaching mode,and the effect is especially significant for the five-level stride jump of running aid.2.Scaffolding teaching mode can effectively improve students’ autonomous learning ability,cooperative learning ability,sports learning interest and students’ ability to construct meaning.3.Both scaffolding and conventional teaching can improve students’ achievement test scores and technical assessment scores in the squat long jump,but the scaffolding mode of teaching is more effective.