An Experimental Study Of PBL Teaching Method In The Teaching Of Public Sports Football Courses In Ordinary Colleges And Universities

In recent years,China's higher education cause is developing vigorously,the education reform is constantly promoted,the training goal of college students is also constantly improving,and the quality education reform promotes the all-round development of students.As an important part of quality education in colleges and universities,physical education plays an irreplaceable role in promoting the comprehensive development of students,and teaching methods are an important means to promote students' development in an all-round way.Therefore,the choice of teaching methods is very important.The PBL teaching method is problem-oriented,and it promotes students 'learning efficiency and all-round development by improving students' learning interest,problem-solving ability and team awareness.Therefore,this paper applies PBL teaching method to ordinary public sports football teaching in universities teaching experiment,to explore the feasibility and effectiveness of PBL public sports football in colleges and universities,further enrich the teaching method of public sports football in colleges and universities,provide scientific reference for the teaching method in football class.This paper adopts the literature method,expert interview method,questionnaire survey,teaching experiment method and mathematical statistics method,with PBL teaching method in ordinary university public sports football teaching application effect as the research object,in Huaibei normal university 2020 public sports football class 70 students for the experiment for 16 weeks,a total of 32 hours of teaching experiment.It mainly takes the basic football technology as the teaching content,and takes the five aspects of physical form,physical quality,football skill level,sports learning interest and personal comprehensive ability as the evaluation index.Through 16 weeks of teaching experiment,comparative analysis of the experimental results of the two classes,we draw the following results:(1)There was no significant difference in physical fitness and body shape between the experimental class and the control class(P >0.05)(2)There were significant differences in football skills between the experimental class and the control class before and after the experiment(P<0.01);There was significant difference between the experimental class and the control class in the level of football skills after the experiment(P<0.01).(3)There was significant difference between the experimental class and the control class(P<0.01).(4)The experimental class and the control class showed very significant differences in personal comprehensive ability after the experiment(P<0.01).Based on the above results,the following conclusions are drawn:(1)The results after 16 weeks of teaching experiment showed that there was no significant difference between the control class and the experimental classes in terms of physical shape and physical quality.Whether the PBL teaching method is more beneficial to improving the students' physical form and physical quality needs to be further studied.(2)The results after 16 weeks of teaching experiments show that in terms of football skills level,the two teaching methods can effectively improve students 'football skills.However,the difference can be drawn from the gap between the two classes that PBL teaching method is more conducive to improving students' football skills compared with the traditional physical education teaching method.(3)From the score of five dimensions of physical education learning interest,after 16 weeks of teaching experiments,the PBL teaching method can effectively improve students' interest in physical education learning compared with the traditional physical education teaching method.(4)The results after 16 weeks of teaching experiments show that adopting PBL teaching method in university public sports and football class has a significant effect on improving students' individual comprehensive ability.