Research On Applying The Multimodal Teaching Mode To Senior High School Table Tennis Classroom ——Take Harbin No.1 Middle School As An Example

Under the background of "double reduction" education,the improvement of the physical education classroom teaching quality should not only be the "subtraction" of the students’ burden but also the "addition" of the teaching effect.In the Guiding Outline of Teaching Reform of Physical Education and Health（Trial）,it is proposed that diversified organizational methods and situational theme education should be adopted for physical education.However,the classroom teaching of table tennis in ordinary high schools is difficult in boring and monotonous teaching methods,which affects the improvement of the classroom teaching quality of table tennis in ordinary high schools.Compared with the traditional PE teaching mode,the multimodal teaching mode pays more attention to the use value of the modal resource symbols,which provides a new perspective for the innovation of table tennis teaching methods.This paper uses experimental method,questionnaire survey method and literature data method,applies the traditional teaching mode and multimodal teaching mode to high school table tennis classroom teaching respectively,and compares the classroom teaching effect from the aspects of sports skills,classroom performance,learning interest and cooperation ability.After the comparative analysis of the data before and after 12 weeks of teaching experiment,the conclusion is as follows:（1）In high school table tennis classroom using multimodal teaching mode,the experimental group and control table tennis skills analysis,research shows that the experimental group in backhand push,forehand attack and left push right,a total of 3groups of data,will present a difference（p <0.05）,the traditional teaching mode can improve students’ table tennis skills learning efficiency,compensate for the "heavy technique light step" skills imbalance structure.（2）In high school table tennis classroom using multimodal teaching mode,the experimental group and control group table tennis learning interest analysis,research show that the experimental group in enthusiasm,participation and autonomy,a total of3 groups of data,in enthusiasm and participation will present a difference（p <0.05）,the traditional teaching mode can improve students’ interest in table tennis classroom learning,alleviate the teaching experience boring classroom atmosphere.（3）In high school table tennis classroom using multimodal teaching mode,to the experimental group and control groupcooperation abilityanalysis,,the study shows that the experimental group in communication ability and cooperation consciousness of 2groups of data will present a difference（p <0.05）,the traditional teaching mode can strengthen students’ table tennis classroom cooperation ability,broke through the monotonous teaching way and "heavy guidance guide" evaluation structure disorder.（4）In high school table tennis classroom using multimodal teaching mode,to the experimental group and control group classroom performance analysis,research shows that the experimental group in classroom group performance,a total of 5 groups of data will present a difference（p <0.05）,the traditional teaching mode can deepen students table tennis classroom sports literacy,to a certain extent balance the "heavy skills light literacy" content disorder structure.（5）Multi-modal teaching mode can expand the teaching methods,methods and evaluation in theory and practice,and achieve better teaching effect of high school table tennis compared with the traditional teaching mode,and helps to improve the quality of high school table tennis classroom teaching.