| The Physical Education and Health Curriculum Standards for Compulsory Education(2022 Edition),which officially came into effect in the fall semester of 2022,has attracted much attention as a programmatic document for the development of basic physical education in China in the next decade.The new curriculum standard concept focuses on the reform of teaching methods,strengthening the organization and design of curriculum content,and paying attention to individual student differences.The traditional teaching mode is teacher-led and student-led,but the active participation of students is low and the classroom is dull.As an effective teaching mode,participatory teaching is formed on the basis of constructivist learning theory and humanistic learning theory,which emphasizes students as the main body and advocates students to actively participate in classroom activities and give full play to their subjective initiative,in line with the requirements of the new curriculum for innovative teaching methods.This paper applies the subjective participatory teaching mode to secondary school physical education according to the physical and mental characteristics of secondary school students and the laws of physical education,and explores the reasonable operation paradigm of the subjective participatory teaching mode in school physical education.This paper takes the application research of subject participatory teaching in middle school physical education class as the research object,and takes the students of junior high school(1)class and junior high school(2)class in Taian High-tech Zone No.1 as the experimental object,and composes the teaching content and application mode of subject participatory teaching in middle school physical education class through literature method,expert interview method,questionnaire survey method,mathematical and statistical method and experimental method.Through the teaching experiment,physical quality,special skills,physical education learning interest,curriculum teaching evaluation and other indicators were tested for the experimental group and the control group,and excel and spss software were used to analyze the results of the study as follows:(1)The independent sample t-test was conducted on the indicators of physical quality between the experimental group and the control group after the experiment,and the results showed that there was no significant difference between the indicators of physical quality of the two groups(p> 0.05),but the indicators of physical quality of the experimental group were higher than those of the control group and the indicators of physical quality of the experimental group were improved greatly.(2)Independent sample t-test was conducted between the experimental group and the control group for the achievement of special skills and the technical evaluation,and the results showed that there was no significant difference between the two groups in the achievement of special skills(p>0.05),and the achievement of the experimental group was higher than that of the control group and the improvement of the achievement was greater.The results of independent sample t-test between the experimental group and the control group showed a significant difference(p < 0.05),and the experimental group had higher technical evaluation scores.(3)An independent sample t-test was conducted between the experimental group and the control group on the test index of interest in physical education after the experiment,and the results showed that there was a significant difference(P < 0.05)in the interest in physical education between the two groups,and the experimental group had a greater increase in interest.(4)Independent sample t-test was conducted on the post-experimental physical education theory knowledge test indicators between the experimental group and the control group,and the results showed that there was a significant difference between the experimental group and the control group in terms of physical education theory knowledge(p < 0.05),and the experimental group students had better mastery of physical education theory knowledge.(5)Independent sample t-test was conducted on the test indexes of the post-experimental course evaluation effect of the students in the experimental group and the control group,and the results showed that there was a significant difference between the experimental group and the control group in classroom evaluation(p < 0.05),and the students evaluated the teaching mode of the experimental group more.Conclusion:(1)Both the main participatory teaching mode and the traditional teaching mode have a positive impact on students’ physical quality,and under the main participatory teaching mode,students’ physical quality indexes are improved to a greater extent,and the overall performance of the class is improved steadily,which indicates that the main participatory teaching has a promotional effect on students’ physical quality and is suitable for large class teaching.(2)Both the main participatory teaching mode and the traditional teaching mode can improve the students’ special skills,and the students’ special skills completion is high under the main participatory teaching mode,and their technical evaluation scores are higher.(3)Compared with the traditional teaching mode,the participatory teaching mode can greatly improve students’ interest in physical education,which is reflected by high participation in class,strong ability of independent learning and inquiry,and higher awareness and attention to physical education.(4)Compared with the traditional teaching mode,the main participatory teaching mode pays more attention to the teaching process of theoretical knowledge and technical principles of sports,which helps students improve their sports cognition and efficiently master the technical movements.(5)Students’ high evaluation of the main participatory teaching mode indicates that the main participatory teaching mode has a positive influence on teachers’ development of teaching methods,enrichment of teaching contents and creation of classroom atmosphere. |
PDF Full Text Request