Construction And Application Of The Teaching Mode Of Track And Field Games For Large Class Children Based On The Theory Of Multiple Intelligences

Based on the theory of multiple intelligences,the teaching model of track and field games for children is constructed,and the influence of the teaching model of track and field games for children on children's sports learning interest and the teaching effect of improving children's physical fitness are tested through experimental teaching,which provides references for children's sports teaching in the future.This research adopts methods such as literature data method,interview method,questionnaire survey method,mathematical statistics method and experimental teaching method.It takes the construction and application of children's track and field game teaching mode under the theory of multiple intelligences as the research object,and selects the kindergarten school attached to Nanjing Normal University.Two large classes of children in the idea division are used as experimental objects.The experimental class and the control class are determined by random selection.The control class adopts the traditional teaching mode of kindergarten,and the experimental class adopts the track and field game teaching mode under the theory of multiple intelligences for a period of 8weeks.Teaching experiment,3 classes a week,each class is 40 minutes.Before and after the experiment,the children's interest in sports learning and their physical fitness were tested,and the data were processed through independent sample T test and paired sample T test.The results are as follows:(1)Two-foot continuous jump,standing long jump,tennis long throw,walking balance beam,sitting forward bend,in-situ shot,10m×4,20 m reentry running test results show: ?1 The male children in the control class are average before the experiment The scores are 5.7s,87 cm,4.9m,8.0s,13.7cm,60.5,14.0s,35.5 circles.After the experiment,they are 5.6s,87 cm,5.0m,8.0s,14.0cm,61.7,14.2s,In the 34.2 circle,only the difference between the two-foot continuous jump scores before and after the experiment was statistically significant(p <0.05),and other indicators were not statistically significant(p>0.05);?2 The average scores of the male children in the experimental class before the experiment were 5.8.s,87 cm,4.8m,8.0s,12.7cm,60.2,14.0s,33.6circles,after the experiment are 5.2s,99 cm,6.2m,7.6s,12.7cm,65.5,13.3s,35.1 circles,double Before and after the experiment,the difference in the results of continuous foot jumping,standing long jump,tennis long throw,walking on the balance beam,in-situ bouncing,10m×4 was statistically significant(p<0.01);?3 The average performance of each index before the experiment for female children in the control class They are6.0s,77 cm,4.1m,8.5s,11.2cm,61.7,15.2s,28.3 circles,respectively,after the experiment are 5.7s,77 cm,5.3m,8.2s,11.3cm,57.7,14.6s,28.6 Circle,only the difference of 10m×4 scores before and after the experiment is statistically significant(p<0.05),and other indicators are not statistically significant(p>0.05);?4 The average scores of the female children in the experimental class before the experiment are 5.3s,77 cm,3.9m,9.2s,11.8cm,61.7,14.1s,30.1 circles,after the experiment are 5.0s,86 cm,5.8m,9.1s,12.2cm,65.3,13.8s,38.5 circles,both feet are continuous The results of jumping,standing long jump,tennis long throw,in-situ shot,10m×4,20 m reentry run before and after the experiment had statistically significant differences(p<0.01).(2)The results of children's sports learning interest in the experimental class and the control class showed: ?1 The positive interest scores of the children in the control class before and after the experiment were 18.75 and 19.15,respectively,and the difference was not statistically significant(p>0.05),and the negative interests were both The scores were 17.32 and 17.07,and the difference was not statistically significant(p>0.05);?2The average scores of active interest of the children in the experimental class before and after the sports learning interest experiment were 18.82 and 19.85,respectively,and the difference was statistically significant(p<0.01)),The average scores of negative interest were 17.39 and 17.92 respectively,the difference was statistically significant(p<0.01);?3 After the experiment,the positive interest of children in the experimental class was higher than that of the control class,and the negative situation was lower than that of the control class(p<0.01).Research conclusions:(1)The track and field game teaching model of multiple intelligence theory is composed of five parts: teaching guidelines,teaching goals,teaching procedures,teaching strategies and teaching evaluation.According to the characteristics of children's physical and mental development,this model adopts the teaching concept of multiple intelligences,takes knowledge and skills,processes and methods,emotional attitudes and values ??as the teaching goals,and integrates the eight intelligences of multiple intelligences into track and field games for teaching design.Adopt a teaching procedure with teachers as the leading,student as the main body,and multiple intelligence teaching as the main line,including the teaching strategy of the introduction link,the expansion link and the end link,and the teaching evaluation combining contextual evaluation,process evaluation and summative evaluation.The method has good scientificity and implementability.(2)Multi-intelligence track and field game teaching focuses on children's participation,interpersonal intelligence and more teacher-student interactions.Children can better experience the fun of exercise,which further improves children's enthusiasm for exercise,reduces exercise negativity,and is effective The promotion of interest in sports learning.(3)The multi-intelligence track and field game teaching mode has a certain promotion effect on the physical fitness of children,especially in the explosive power of the lower limbs,the strength of the upper limbs,and the coordination.