Research On The Effect Of Dynamic Stratified Cooperative Teaching On Junior High School Basketball Teaching

In the junior high school stage of compulsory education,the disadvantages of the traditional teaching mode of basketball teaching include the lack of reflecting the subjectivity of students,the lack of compliance with students’ differences,the single teaching goal without hierarchy,and the duplication of teaching content.This article combines the requirements of the new curriculum standard concept,based on facing all students,adopts the guiding ideology of "intensive teaching and practice,student centered",and uses "dynamic hierarchical cooperation" teaching to verify its impact on junior high school basketball teaching effectiveness.This article adopts the methods of literature review,expert interviews,questionnaires,teaching experiments,and data statistics.The research objects are two junior high school basketball optional classes affiliated to Nanjing Normal University.During the 16 week teaching experiment,the experimental class adopts dynamic hierarchical cooperative teaching,while the control class adopts traditional teaching.After sorting out and analyzing the test data of students before and after the experiment,the following conclusions are drawn:(1)In the non-intelligence factor test,which includes three aspects: learning motivation,learning interest,and cooperative awareness,there was a significant difference in all three data of the experimental class before and after the experiment(P=0.000 * *)(P<0.05).In the control class,there was no significant difference in the motivation test before and after the experiment(P=0.089),while the P values of interest and cooperation awareness were 0.011 and 0.027,respectively,showing significant differences.Benefiting from the fact that basketball is essentially a team sport,both dynamic hierarchical cooperative teaching and traditional teaching can improve students’ non-intellectual factors.However,the improvement of dynamic hierarchical cooperative teaching is significantly better than that of traditional teaching models,mainly due to the continuous grouping and grouping of students to meet new challenges together with different team members.(2)In the physical fitness test results,the experimental class students’ P values for the50 meter run,standing long jump,and pull-up before and after the experiment were 0.008,0.046,and 0.012,respectively,showing significant differences,while the P value for the1000 meter run was 0.178,with no significant differences.There was no significant difference in the p-values of the 50 meter,1000 meter,standing long jump,and pull-up in the control class,which were 0.621,0.878,0.628,and 0.151.This indicates that dynamic hierarchical cooperative teaching significantly improves students’ physical quality compared to traditional teaching.The reason is that dynamic hierarchical cooperation can set different teaching goals and different exercise focuses for all students,such as allowing students with good physical fitness to focus on small muscle group exercises,and students with moderate physical fitness to focus on large muscle group exercises,so that all students can make progress.(3)In the physical fitness test results,the main reason why the experimental class students’ 1000 meter run did not significantly improve is the lack of sufficient cardiopulmonary endurance exercises during the teaching process.Physical fitness exercises focus on explosive force training such as frog jumping,which combines centrifugal and centripetal movements.(4)In the basketball technical examination and test results,all students in the experimental class achieved a passing or higher level in shooting,half court dribbling layups,and fixed line dribbling within one minute after the experiment.The number of students who reached the excellent level increased by 4 each,with most students concentrated at the good level.In contrast,the number of students in the control class who failed the exam decreased,but there were still 6,10,and 3 students.The number of students who reached the excellent exam level was relatively small,and each student increased by 1.Most students concentrated on passing the exam.It can be seen that dynamic hierarchical cooperative teaching can take into account the overall situation,promote each student’s progress,make top students more outstanding,make intermediate students excellent,and enable backward students to reach intermediate levels.(5)The dynamic hierarchical cooperative teaching model reflects the basic concepts of the curriculum standards for physical education and health.It grasps the education orientation in "learning,training,competition,and evaluation",allowing students to achieve comprehensive development in the process of intensive teaching,multiple practice,and multiple exchanges.