Experimental Research On Scaffolding Teaching Model In Squatting Long Jump Teaching In Junior Middle School Physical Education

The current educational philosophy in our country shows distinctive characteristics of the times,attaches importance to the status of students as the subject of learning,advocates enlightenment,and guides students to learn actively.In the basic project of improving the comprehensive quality of students in the new era,school physical education shoulders an important task and is an important part of the five education simultaneously.In the 2020 "Opinions on Comprehensively Strengthening and Improving School Sports Work in the New Era",it is pointed out that "to teach students scientific exercise and health knowledge,and to guide students to master basic sports skills such as running,jumping,shooting,balance,flexibility,and flexibility.Physical motor function,master special sports skills such as track and field,basketball,football,etc."Long jump is one of the basic sports skills that students must master in junior high school physical education.In the teaching process,teachers should pay attention to the scientificity and effectiveness of teaching methods and strategies for students’ physical learning.This research applies the scaffolding teaching model to the squat-and-stay long jump teaching of junior high school physical education,and discusses the influence of the scaffolding teaching model on students’ motor skills,the influence on students’interest in sports learning,and the influence on students’ autonomous learning ability compared with the conventional teaching model.Through a total of 67 students in the experimental class and the control class of Linyi Zhengzhi Experimental School,the experimental class adopts scaffolding teaching and the control class adopts conventional teaching.Through comparative experiments,the following conclusions are drawn:(1)according to the experiment,the scaffolding teaching mode is feasible in the junior middle school sports teaching,the pattern to stimulate the student sports study interest,has good effect to improve students’ learning initiative,to promote student health,improve sports skills technology at the same time also let students experience the fun of the movement,the pleasure of learning.(2)In physical education teaching,scaffolding teaching mode and conventional teaching mode can better improve students’ physical quality.(3)In squatting long jump teaching,both the conventional teaching mode and the scaffolding teaching mode have an obvious effect on improving students’ motor skills learning,but compared with the conventional teaching,the scaffolding teaching has a better promoting effect on students.(4)Compared with the control class,the students in the experimental class are more active in sports learning and have a better effect on improving the students’ interest in sports.(5)Compared with conventional teaching,scaffolding teaching mode has a better effect on improving students’ independent practice and self-improvement ability,and also has a better effect on the favorable transformation of students’ learning motivation.Through the research,it is found that in the application of scaffolding teaching can not completely abandon the conventional teaching,in some relatively simple exercises,such as some quality exercises,it is suggested to use the conventional teaching mode,easy to manage and organize students.In scaffolding teaching mode,it is necessary to grasp students’ zone of proximal development accurately.Staffing strategy is an important part of the whole implementation process of scaffolding teaching mode,but it should be implemented according to the students’ constantly changing "zone of proximal development",so the more adequate the types of "scaffolding" the better.The stent should not be used all the time.The stent should be withdrawn or suspended according to the immediate learning status of the teaching object.