Experimental Study Of PBL Teaching Method In Cheerleading Teaching In Colleges And Universities

In the report of the 18th National Congress of the Communist Party of China,it is required to continue to deepen the reform of higher education and promote the connotative development of higher education.Higher education is a key stage to achieve talent training,and it is also an important driving force for China to achieve rapid development in the process of educational reform.In the process of talent training,schools are not limited to simple teacher teaching and student learning mode,but should take students as the main body to exercise students’ ability to think independently,learn independently and solve problems.At present,in the torrent of higher education curriculum reform,he traditional physical education teaching problem of public physical education in colleges and universities is also increasingly prominent.The traditional teaching method is still the most common method used in Cheerleading courses in colleges and universities,which leads to the low interest and comprehensive ability of some students,and can not meet the needs of society for sports talents.Therefore,PBL teaching method and Cheerleading teaching method are integrated to supplement and improve the traditional teaching method,to achieve the real purpose of education by improving the comprehensive quality of students and promote the improvement of students amp;It will be the future development direction of public physical education courses in colleges and universities.The PBL teaching method aims to focus on students in the teaching process,adopt a grouping approach,set meaningful and challenging questions by teachers,guide students to engage in mutual discussions,and enable them to fully demonstrate their enthusiasm and initiative in problem-solving,thereby stimulating their learning interest and promoting the comprehensive improvement of students’ abilities.This study examines the effectiveness of PBL teaching method in cheerleading teaching in universities.Taking Hubei Normal University as an example,using research methods such as literature review,expert interviews,and questionnaire surveys,120 students from the cheerleading public physical education class at Hubei Normal University were selected as experimental subjects,divided into an experimental group and a control group of 60 each.Before the experiment began,a pre test questionnaire survey was conducted on the students,and without significant differences,Design a 16 week teaching experiment,in which the experimental group adopts PBL teaching method,while the control group adopts traditional teaching method.After the teaching experiment,a comparative analysis was conducted between the experimental group and the control group on their learning interest,self-confidence,problem-solving ability,communication and cooperation ability,theoretical and technical test results.The results showed that there was no significant difference in learning interest,self-confidence,problem-solving ability,and communication and cooperation ability between the experimental group and the control group before the experiment(P>0.05),Explain that the two groups of students are comparable and will not interfere with subsequent experiments;After the experiment,there were significant differences(P<0.05)between the experimental group and the control group in terms of learning interest,learning confidence,problem-solving ability,communication and cooperation ability,theoretical knowledge,and mastery of motor skills.Conclusion: In this study,the students in the experimental group showed greater improvement in learning interest,self-confidence,problem-solving ability,communication and cooperation ability,theoretical knowledge,and motor skills compared to the control group.This indicates that the PBL teaching method can better enhance students’ learning interest,self-confidence,problem-solving ability,and communication and cooperation ability,and improve their theoretical knowledge and technical performance compared to traditional teaching methods,More conducive to improving teaching effectiveness.Finally,the following suggestions are proposed to address the issues that may arise during the application of PBL teaching method: the setting of questions should be interesting,highly relevant to the teaching content,and the answers to questions should be open;Teachers can make subtle adjustments according to different students’ personalities during the free grouping process;Teachers always emphasize the importance of independent thinking in the problem-solving process and provide timely guidance on methods;During the teaching implementation process,students should provide timely feedback on problems,and teachers should adjust their teaching plans,lesson plans,etc.accordingly based on students’ changes;Teachers should have a profound understanding of the inherent laws of PBL teaching method,and combine the advantages of PBL teaching method with various teaching methods to better align with the characteristics of Cheerleading projects.Combining PBL teaching method with university Cheerleading classes is not only a supplement to traditional Cheerleading teaching methods,but also provides new theoretical support for the reform of university Cheerleading courses.It can also lay a solid foundation for the current education reform and comprehensive implementation of quality education in universities.