Situational Teaching Model In Junior High School Football Teaching Applied Research

The Ministry of Education emphasizes on guiding students to apply sports and health knowledge,skills and methods to sports learning,sports exercise and sports competition,so as to enhance students’ understanding and practical ability.Therefore,skill teaching should not only learn and practice individual skills,but guide students to reasonably apply sports skills in specific situations,so as to truly master sports skills.In view of the current junior high school football teaching course,teachers attach importance to technical teaching,ignore the technical imparts in the situation,weaken students’ subjective exercise experience,so that students can not effectively link technical learning and game learning and practice in the game,which affects the effective play of football skills.This thesis adopts the research methods of literature,teaching experiment and mathematical statistics,takes junior high school students as the research object,takes football as the media,applies the situational teaching mode,focuses on the special sports skills under the sports ability of the core quality of sports,and extends the subjective exercise experience to the psychological level.Large unit teaching method is adopted to explore the influence of situational teaching mode and traditional teaching mode on students’ football skills.The main research conclusions are as follows:1.Situational teaching mode can promote the effective play of junior middle school students’ soccer skills.It is mainly manifested in the improvement of four aspects:bouncing the ball between marching,dribbling around the pole,accurate dribbling kick and small field competition.Situational teaching mode improves students’ sense of ball,dribbling,kicking and competition ability by selecting game situations and match situations: football quality game,football dribbling skills training game,football kicking skills training game,3v2,5v5,11v11 football games.2.Situational teaching mode improves students’ subjective exercise experience by creating game situations and competition situations.The three dimensions of positive happiness,psychological annoyance and fatigue can predict the 81.9% variation range of football skill performance,and show significant improvement in the three aspects of dribbling around the stick,accurate dribbling kick and small field competition.Among them,positive happiness has a significant positive effect on motor skill performance,and psychological distress has a significant negative effect on motor skill performance.3.Situational teaching model creates game situations and competition situations according to the characteristics of junior high school students’ enhanced self-awareness and competitive concept.By combining technical learning and training with competition,students can feel the integrity of football sports skills in learning,training and competition,and create an atmosphere with rich emotion and sports experience for students,so as to promote the effective play of junior high school students’ football sports skills.4.Situational teaching mode focuses on the coordination and unity of football sports skills and emotions.It has changed from simply focusing on teaching skills to improving students’ subjective exercise experience and promoting students’ effective play of football skills,which reflects the curriculum concept of physical education and health curriculum from knowledge-based to literacy-based.