Experimental Research Of Scaffolding Teaching Mode In Badminton Lofball Teaching

This study integrates the scaffolded instructional model into badminton instruction.32 students of badminton class of Physical Education College of Jilin University are taken as experimental objects.By means of questionnaire survey,mathematical statistics and experiment,scaffolding teaching mode and traditional teaching mode are respectively adopted for experimental objects,and a 10-week teaching experiment is carried out.After obtaining relevant data on students’ physical fitness,badminton high ball skills,independent learning ability,interest in learning and ability to learn cooperatively before and after the experiment,the following conclusions are drawn:(1)In the aspect of students’ physical quality,the application of scaffolding teaching mode and traditional teaching mode in badminton teaching has not significantly improved the physical quality of students.The improvement of physical fitness is a long-term process,and the physical fitness of students in physical education colleges has reached a certain bottleneck.Therefore,the 10-week teaching time is relatively short,and there is no significant difference in the physical fitness of students.(2)Using the scaffolding teaching mode in badminton teaching can improve the teaching efficiency of teachers and facilitate students to rationally understand and and to capture the technical moves of badminton high and long balls.At the same time,in comparison to the traditional mode of instruction,the effective area score and technical evaluation score of high and long balls,P,are both lower than 0.05,indicating that the mastery of badminton technical movements is more standardized.(3)After the experiment,there is a significant difference in the autonomous compared to the traditional mode of teaching using scaffolding teaching mode and the control group using traditional teaching mode,indicating that scaffolding teaching has a better teaching effect on enhancing students’ autonomous learning and cooperative learning compared to scaffolding teaching.(4)In terms of learning interest,there is a significant difference between the scaffolding teaching mode for the experimental group and the traditional teaching mode for the control group.This indicates that the scaffolding teaching model fully mobilizes the students’ learning initiative,improves their participation,and has a significant effect on improving students’ interest in learning.