An Experimental Study On The 5E Teaching Model In The General Martial Arts Curriculum Of Physical Education Majors

Under the background of the new curriculum reform,the physical education teaching reform in China’s colleges and universities has been deepened,and the General Office of the Ministry of Education issued a guideline on the teaching reform of"Physical Education and Health"（for trial implementation）in 2021,which clearly points out that by deepening the physical education teaching reform,changing the teaching concept and building a new scientific and effective teaching mode of physical education and health courses^[1].At present,as a compulsory course for physical education majors,the general martial arts course in colleges and universities plays an indispensable and important role,but the system of using course teaching methods is relatively single and boring,which cannot meet the needs of the new curriculum reform,while the 5E teaching mode is a new teaching mode consisting of five parts:attraction part,inquiry part,explanation part,migration part and evaluation part,which allows students to learn to independently construct knowledge and technology through the way of inquiry.The ability to construct knowledge technology and develop students’ability of inquiry awareness.Therefore,this study attempts to apply the 5E teaching mode to the general course of wushu routines for physical education majors,compare the conventional teaching mode with it,explore the different characteristics of the two teaching modes,and provide some suggestions for teachers to use the 5E teaching mode in the teaching of wushu courses.This study is an attempt to apply the5E teaching mode to the general martial arts curriculum of physical education majors.In this study,we used literature method,expert interview method,mathematical and statistical method,questionnaire survey method,teaching experiment and other research methods to conduct a 17-week（68 hours,including 50 hours of practical training and 18 hours of theory）wushu routine teaching experiment for one semester with students of Class 1（25 students）and Class 5（25 students）of Physical Education of Guangxi Normal University,Class 2021 as the experimental subjects.We compared and analyzed the results of martial arts skills before,during and after the experiment,theoretical results（theoretical oral test+learning experience）,usual results,and questionnaires（about learning motivation,learning attitude,learning interest,and cooperation consciousness）to find out the advantages and disadvantages of the 5E teaching mode and the conventional teaching mode in the classroom application of martial arts routines,and put forward targeted suggestions in order to provide a better understanding for the physical education majors.In order to provide a reference theoretical basis for the reform of the general Wushu routines curriculum of physical education majors.After 17 weeks of using the 5E teaching mode and the regular teaching mode in the general martial arts class,the following conclusions were drawn from the statistical analysis of the experimental results of the experimental classes and the control classes:（1）After one semester of 50 hours of teaching experiments using the 5E teaching model,a comparative analysis of the Wushu set skills test scores of the students in the experimental class and the control class showed that there was a highly significant difference in the Wushu set skills level between the two classes,and the average scores of the Wushu set skills of the students in the experimental class were better than those in the control class in the Wushu skills test in the middle of the experiment and the Wushu general training final test in the later part of the experiment.（2）After a semester of 18 hours of teaching in the 5E teaching mode,the students’performance in the theory of martial arts in the experimental class and the control class were compared and analyzed,which showed that there was a highly significant difference in the total performance of the two classes in the theory of martial arts.In the final theory oral examination at the end of the experiment,there was no significant difference between the students of the two classes in the three major categories of questions,namely,explanation of terms,questions and answers,and referee questions,but there was a highly significant difference between the students of the two classes in the comprehensive discourse question on"what they have learned after studying martial arts"in the theory examination,The students in the experimental class were able to analyze and discuss their own perceptions after practicing martial arts in a more profound and comprehensive way,and their scores on this question were better than those in the control class.（3）After a semester of 68 hours（50 hours of practical training and 18 hours of theory）of teaching experiment using the 5E teaching mode,a comparison and analysis between the experimental class and the control class showed that there was a highly significant difference between the students of the two classes in terms of their usual scores,as shown by the fact that the overall scores of the experimental class were better than those of the control class in terms of class attendance,class motivation,class group evaluation,stage test scores and video assignments.（4）After a semester of 68 hours（50 hours of practical training and 18 hours of theory）of teaching experiments using the 5E teaching mode,a comparative analysis of the questionnaire data between the experimental class and the control class showed that there were highly significant differences between the two classes in terms of students’motivation,interest in learning,attitude toward learning,and sense of cooperation,etc.,as shown in the post-test questionnaire at the end of the teaching experiments,the scores of the four questionnaires in terms of motivation,interest in learning,attitude toward learning,and sense of cooperation between the experimental class and the control class were higher than those of the control class.Study recommendations:When using the 5E teaching model,1.the length of the inquiry session should be controlled;2.group cooperative learning should be added;3.different ways of using the model should be adopted according to the new lesson and review lesson;4.some games related to martial arts routines can be designed in the attraction session;5.in the teaching process because students have conducted off-class pre-study,in class students will bring the results of learning and practicing after pre-study into class,teachers should timely emphasize the correct standardization of martial arts movements and correct the students’original wrong martial arts movement cognition before class;6.Teachers should assign video assignments in class,divide students into groups to shoot and upload their martial arts technical movement video assignments,and teachers should promptly correct and grade students’video assignments online,and at the same time promptly point out the wrong technical movements online and let students make corrections;7.The advantages of the two modes are combined with each other to magnify the advantages.