Research On The Application Of Situational Teaching Mode In Football Class Of Grade Five Primary School

Soccer class teaching is an important element of campus soccer,and also a solid foundation for the continuous development of campus soccer.Cultivating students’ interest in soccer,popularizing soccer knowledge and skills,and deeply promoting soccer teaching reform are the main goals of campus soccer development.Most primary and secondary school soccer class teaching has the important problems of single teaching method,outdated teaching content and teachers’ lack of systematic grasp of the inner rules of primary and secondary school soccer teaching,while one of the concepts of the situational teaching model is to innovate teaching methods,enrich teaching content and help students stimulate their interest in learning.Therefore,this study takes the situational teaching mode as the main research content of soccer class teaching,and takes the fifth grade students of Guangzhou Nan Guo School as the research object,and uses the research methods of literature,questionnaire survey,expert interview,teaching experiment and mathematical and statistical methods to conduct the following aspects of research.Firstly,this study provides theoretical support for the thesis with the help of constructivist developmental theory based on students’ athletic foundation and actual situation,and selects a teaching form and evaluation index system suitable for Level 3 students;Secondly,analyzes the reasons for the differences between the two teaching modes in terms of their different effects on students’ interest in learning soccer,technical skills and match practice ability;Finally,based on the actual situation of students’ learning throughout the experimental process and the experimental data,the feasibility of the implementation of the situational teaching model in primary and secondary school soccer teaching classes is analyzed,and implementation suggestions are put forward.In this paper,two classes of fifth grade students in Guangzhou Southland School were randomly selected as the experimental subjects to adopt the situational teaching mode for the fifth grade soccer class in elementary school.The experimental effects of the teaching design of the experimental group and the control group were examined and compared through four months of teaching experiments in terms of students’ interest in learning soccer,soccer motor skill level and soccer competition ability,respectively,and the results of the study are as follows:(1)Compared with the control group,the experimental group showed more significant increase in interest and motivation in soccer learning;(2)Compared with the control group,the experimental group improved significantly in marching reversal,dribbling around the pole and dribbling kick accuracy techniques,and there was no significant difference in running around the pole;(3)Both the experimental group and the control group improved their game play ability,and the improvement of the experimental group in the game play ability was greater by statistical analysis.In the three aspects of dribbling,passing and receiving,the experimental group and the control group showed very significant differences and the experimental group was better than the control group.(4)Both teaching modes are able to improve students’ soccer skills,but the situational teaching mode is more effective in improving students’ independent learning ability and knowledge transfer ability;(5)It is feasible to use the scenario teaching mode in the fifth grade soccer class in elementary school.Using the scenario teaching mode to teach can stimulate students’ interest in soccer learning,improve students’ motivation,and at the same time can change students’ attitude towards soccer learning and significantly reduce students’ negative interest index in physical education learning,in addition to playing a good reference significance for the innovation of soccer teaching mode in primary and secondary schools.