Research On The Application Of Layered Teaching Method In Football Teaching In Senior High School

With the rapid socio-economic development of China,today’s society is changing rapidly and knowledge and technology are exploding,the requirements for talents in today’s world are getting higher and higher,and the main way to cultivate talents lies in education,which must be continuously strengthened in order to better cultivate talents who can promote the development of society.23 February 2019,the "China Education Modernisation 2035" issued by the State Council states that modernised education should be promoted to develop quality education with Chinese characteristics at a world advanced level,and to cultivate composite,applied and technically skilled talents that meet the needs of social development.On 13 March 2021,the 14 th Five-Year Plan for National Economic and Social Development of the People’s Republic of China and the Visionary Goals Outline 2035,adopted by the 13 th National People’s Congress,state that it is necessary to deepen education in the new era evaluation reform,establish a sound education evaluation mechanism and comprehensively develop quality education.Therefore,the new education reform and traditional teaching have produced a fierce collision,and the main teaching methods are still mainly traditional teaching methods,and the "one-size-fits-all" traditional teaching methods are no longer able to fully meet the new education concept.In order to better solve this problem,it is of great value and significance to introduce the new teaching method of "tiered teaching method" into the teaching of high school football class.In this study,five research methods,including literature,questionnaires,expert interviews,mathematical statistics and teaching experiments,were used to implement the tiered teaching method and the traditional teaching method in the football class of Qingxi Senior High School.Using 60 students in the first year of senior secondary school in Qingxi Senior High School as teaching objects,the actual teaching effects of the tiered teaching method and the traditional teaching method in senior secondary school football class were analysed in terms of students’ physical fitness,basic football skills,affective performance and cooperative spirit,and interest in learning,and at the same time,reference was made to established scales in related fields and combined with the actual situation of the study to compile the "Questionnaire on High School Students’ Interest in Learning Football Class" and "Questionnaire on High School Students’ Affective Performance and Cooperative Spirit".The questionnaires measured the interest in learning,affective performance and cooperative spirit of the students in the experimental and control classes.At the end of the experiment,the results of the experimental and control classes were compared and analysed in a cross-sectional and longitudinal manner,and the following conclusions were drawn.1.The tiered teaching method is conducive to improving students’ basic football skillsAfter the experiment,both the tiered teaching method and the traditional teaching method improved students’ football skills to a certain extent,but in terms of the increase,the tiered teaching method had the greatest improvement on students’ basic football skills,in which there was a very significant difference between the performance of the experimental class on the fixed-point shot of the tiered teaching method and that of the control class on the fixed-point shot of the traditional teaching method,which shows that the tiered teaching method is more capable of The tiered teaching method is more effective in promoting students’ mastery of basic football skills.2.The tiered teaching method is conducive to stimulating students’ learning motivation and increasing their interest in learningAfter the experiment,there were significant differences between the experimental class and the control class in all five dimensions of interest in learning,and among the five dimensions,there was a significant difference between the two classes in the dimension of active interest,which shows that the tiered teaching method has more advantages than the traditional teaching method in improving students’ interest in learning.3.The tiered teaching method is conducive to the establishment of a good relationship of solidarity and mutual help among studentsAfter the experiment,both the experimental class and the control class showed a certain increase in the spirit of cooperation,but the increase in the experimental class was much greater than that of the control class because the implementation of the tiered teaching method has always required students to cooperate and win together,thus creating a good atmosphere of mutual help and solidarity in the classroom.This is why the tiered teaching method is more advantageous to students’ cooperative spirit.4.The tiered teaching method is conducive to the cultivation of students’ perseveranceAfter the experiment,there was a significant difference between the experimental class and the control class in terms of affective performance,which shows that the tiered teaching method can improve students’ affective performance and cultivate students’ willpower better.5.The tiered teaching method did not have a significant effect on students’ physical fitnessFrom the experimental results,it can be seen that there is no significant improvement in the physical quality of students in either the tiered teaching method or the traditional teaching method,and it can be concluded that the different teaching modes do not have a significant impact on the physical quality of students to a certain extent.