| The release of the "Curriculum Standards for Physical Education and Health in Compulsory Education(2022 Edition)" has pointed out a clear direction for the reform of physical education teaching.In the teaching suggestions of the new curriculum 2022,"large unit teaching" is clearly proposed,and "large unit teaching" requirements are proposed for special sports skills.In order to solve the medium practical problems of monotonous teaching content,low interest of student movement in sports,and inability to apply the learned technology to practice,a relatively systematic and integrated teaching of 18 class hours or more for a sports project or project combination is conducted,Starting from constructivism,cognitive development and knowledge structure theory,it helps students to build the overall cognition of sports,improve student movement ’sports skills,develop students’ sense of cooperation,cultivate students’ core literacy,implement the teaching philosophy of the new curriculum standards,and promote the achievement of the teaching goals of the new curriculum standards.Based on this,this study,in accordance with the requirements of the 2022 version of the new curriculum standard,starts from the core competencies of the subject,adopts research methods such as literature review and experimental teaching,and takes the design and practical research of middle school volleyball large unit teaching under the background of the new curriculum standard as the research object.Through an 18 hour volleyball teaching experiment,the physical fitness,volleyball skills,and The differences in unity and collaboration abilities and learning interests are explored to explore the teaching effectiveness of large unit teaching.The research conclusions are as follows:1.The experimental group of this study is based on the new curriculum standards,starting from theories such as constructivism,and adopts systematic and complete large unit teaching;The control group received passive traditional teaching centered on the teacher and focused on learning and practicing single technical movements.2.In terms of physical fitness,although the teaching methods used in the experimental class and the control class are different,there is no significant difference in physical fitness between the two classes after the experiment and the improvement is not significant.This indicates that long-term exercise is required in teaching to make qualitative changes in students’ physical fitness scores.Although most unit teaching and traditional teaching have a certain positive effect on physical fitness,However,there was no significant improvement in students’ physical fitness scores before and after the experiment,and there was no significant difference between the two classes.3.In terms of volleyball skills,both the experimental group and the control group improved their volleyball skills after the experiment.However,the results showed that after the experiment,the volleyball skills of the experimental group students were significantly higher than those of traditional teaching.This indicates that although both large unit teaching and traditional teaching can promote the development of students’ volleyball skills,large unit teaching is more beneficial for students to master volleyball skills than traditional teaching,Standardize the essentials of volleyball movements.4.In terms of students’ interest in sports learning,after the experiment,both classes showed an increase in students’ interest in sports learning.However,there was a significant difference in the level of interest in sports learning between the experimental group and the control group,indicating that both large unit teaching and traditional teaching can promote the development of students’ interest in sports learning.However,large unit teaching is more conducive to stimulating students’ internal motivation and enhancing their enthusiasm for learning volleyball than traditional teaching.5.In terms of unity and collaboration abilities,although both classes of students improved their unity and collaboration abilities after the experiment,there was a significant difference in the measured unity and collaboration abilities between the experimental group and the control group.This indicates that both large unit teaching and traditional teaching are conducive to the development of students’ unity and collaboration abilities.However,large unit teaching is more conducive to improving students’ communication skills than traditional teaching,and cultivating students’ fair competition through teaching competitions A sense of mutual assistance and assistance.This indicates that large unit teaching is beneficial for students to master technology and standardize essentials,stimulate their learning interest,cultivate their sense of cooperation,and enhance their competitive sports spirit.However,compared to traditional teaching design,the starting point of large unit teaching is to help students establish a holistic understanding,provide a complete experience,and guide students to form internal learning motivation,Improving physical fitness is not the main purpose of implementing large unit teaching,and physical fitness requires long-term and continuous exercise to cause qualitative improvement.Therefore,the impact of large unit teaching and traditional teaching on students’ physical fitness is not significant and there is no significant difference.Therefore,the large unit teaching is helpful to improve the teaching effect of the traditional classroom,increase the teaching interest,and improve the participation of student movement in sports.However,there are certain limitations in improving the level of students’ physical quality,and teachers need to strengthen the exercise of students’ physical quality.Finally,teachers should introduce new teaching ideas in time,and strive to improve the effect of physical education teaching,so as to provide reference for the innovation of traditional physical education teaching. |
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