An Experimental Study Of Game-based Teaching In Table Tennis Elective Course In Secondary Vocational Schools

The newly revised Vocational Education Law of the People’s Republic of China calls for the coordinated development of vocational education and general education,and the vigorous improvement of the quality of secondary vocational education.At the same time,the education department is actively promoting the establishment of secondary vocational schools and the creation of secondary vocational learning courses.However,the elective courses of table tennis in secondary vocational schools can only improve the physical quality of secondary vocational students;vocational students have insufficient interest in learning table tennis;vocational students have insufficient mastery of the basic skills of table tennis.So this study to gamification teaching in secondary vocational school table tennis elective course experiment as the research object,using the literature method,expert interview,questionnaire survey,teaching experiment and mathematical statistics further analysis gamification teaching and traditional teaching in table tennis elective courses respectively to students’ physical quality,table tennis learning interest and the actual influence of basic technology,for the steady development of secondary vocational physical education in our country,secondary vocational school table tennis elective efficiency and the comprehensive development of secondary vocational students provide theoretical reference and practical reference.The following results were obtained through the teaching experiment:(1)In terms of physical quality,there were significant differences between the experimental group and the control group in the 50-meter run,the standing long jump and the 2.74-meter sliding touch test(P<0.05).(2)In the aspect of table tennis learning interest,the experimental group only had a poor effect on the improvement of sports attention,with significant differences in the dimensions of passivity,enthusiasm,skill learning and hobbies(P<0.05),while the control group had no significant changes in the five dimensions of learning interest(P>0.05).(3)In the aspect of table tennis technology,the experimental group and the control group have no significant changes in the service technology,but there are significant changes in the forehand attack,backhand push block and left push and right attack technology(P<0.05).Through the analysis of the experimental results,the following conclusions can be drawn:(1)After the experiment,the speed quality in the physical quality of the experimental group and the control group has been strengthened and the body has become flexible,and the related muscle control ability of the students in the two groups has also improved.However,the comparative analysis of the physical quality test data of the two groups shows that the improvement of the physical quality of the experimental group is slightly higher than that of the control group.(2)After the experiment,the four dimensions in the learning interest level of the experimental group have improved,while the control group has only one dimension improved,which shows that the experimental group can better stimulate students’ learning interest in table tennis by using game-based teaching than the control group using traditional teaching.(3)After the experiment,the basic technology of table tennis in the experimental group and the control group has been improved.It is not only found that the level of progress of table tennis technology in the experimental group is higher than that in the control group,but also observed from the actual classroom teaching that the technical actions of the students in the experimental group are more standardized than those in the control group,which indicates that the use of game-based teaching in the experimental group can better improve the students’ basic technology of table tennis.According to the experimental results,the following suggestions are put forward:(1)Game-based teaching should closely combine the characteristics of sports events and the teaching objectives of optional courses.(2)Game-based teaching needs to reasonably introduce sports teaching games as optional courses of sports events.(3)Game-based teaching needs to be gradually applied to all kinds of sports optional courses in secondary vocational schools.