An Empirical Study Of A Real-world Situational Teaching Model In An Elementary School Soccer Curriculum

In 2019,the General Office of the State Council issued the "Outline for the Construction of a Strong Sports Country",which pointed out the need to improve the comprehensive strength of competitive sports and comprehensively promote the popularity of soccer,basketball and volleyball.2020 National Youth Campus Football Work Conference identified "church","diligent practice" and "frequent competition" as the reform goals."This provides a precise direction for the innovation of the teaching concept of school soccer in the new era.As the most important part of regular teaching,the traditional teaching methods and means are difficult to achieve the goal of "constant competition",which leads to the unsatisfactory effect of soccer teaching at the present stage.The teaching mode of real-life scenario has the characteristics of strong sports load,wide participation and fast pace transformation,which is suitable for the reform direction of school soccer.This paper adopts the literature method,teaching experiment method,questionnaire survey method and mathematical statistics method to conduct a 16-week,32-lesson teaching experiment of the real-world situational teaching mode and the traditional teaching mode for two classes of fourth grade students in elementary school affiliated with Taiyuan University of Technology to compare the differences between the real-world situational teaching mode and the traditional teaching mode in affecting students’ physical fitness,basic soccer skills and sports interest learning,so as to provide reasonable guidance for the implementation of the realworld situational teaching mode in soccer teaching.Research results:1.The theoretical basis of the real-world scenario teaching model consists of constructivist theory,situational cognition theory,and learning transfer theory;the components of the implementation process of the real-world scenario teaching model are:(1)real-world scenario combination practice;(2)perception and related analysis;(3)execution and implementation decision;and(4)game performance.Based on the theoretical study of the real-world scenario teaching model,and according to the characteristics of elementary school students’ age and teaching environment factors,a soccer teaching model based on the game scenario and the game scenario was created.2.In terms of physical quality,there was no significant difference between the experimental class and the control class in 50-meter run and standing long jump performance after the experiment(P>0.05),and the one-minute rope skipping performance of the experimental class was significantly better than that of the control class with highly significant difference(P<0.01).3.In terms of basic soccer skills,the three scores of dribbling around the pole,one-minute triangle passing and dribbling around the pole shooting were better in the experimental class and the control class after the experiment,with significant differences(P<0.05).4.In terms of physical education learning interest,there were significant differences between the experimental class and the control class in four dimensions of negative interest,positive interest,independent learning and sports participation after the experiment(P<0.05).5,the constraints of the real-world scenario teaching mode in elementary school soccer teaching are students’ low interest in soccer learning,uneven basic ability,teachers’ lack of theoretical knowledge and professional ability,and imperfect physical education facilities.In the optimization process teachers should determine the students as the main body of teaching,improve professional ability,strengthen theoretical learning,change teaching ideas and improve teaching conditions.The study concludes that the real-world situational teaching mode is conducive to improving students’ physical quality,their comprehensive soccer technical and tactical abilities,and their interest in physical education learning.Therefore,the real-world situational teaching mode meets the characteristics of elementary school soccer teaching,makes up for the shortcomings of the traditional soccer teaching method,and enhances elementary school students’ interest in soccer.