Research On The Application Of PBL Teaching Method In The Teaching Of General Football Course In Colleges And Universities

Purpose: PBL teaching method is problem-oriented,which promotes students’ learning efficiency and overall development by improving their learning interest,problem-solving ability,and team awareness.To this end,the PBL teaching method is used in the college football general course to carry out teaching experiments,in order to explore the feasibility and effectiveness of applying the PBL teaching method to the college football general course,further enrich the teaching methods of public sports football courses in colleges and universities in China,and provide a scientific reference basis for the promotion of the teaching method in football classes.Method: The full name of the PBL teaching method studied in this article is "Problem Based Learning",which is the problem-based teaching mode(hereinafter referred to as PBL teaching method).Using the methods of literature review,expert interviews,questionnaire surveys,teaching experiments,as well as mathematical statistics and other research methods,the PBL teaching method was applied to the general football course in colleges and universities for experimental research and analysis.A teaching experiment was conducted on 52 students in the 2022 level football course of Inner Mongolia Normal University for a total of 16 class hours for a period of8 weeks.The teaching content mainly focuses on the basic skills of football,with six aspects as evaluation indicators: body shape,physical fitness,football skill level,sports learning interest,autonomous learning ability,and problem-solving ability.Through an 8-week teaching experiment,the experimental data of the two classes were compared and analyzed.result:(1)There was no significant difference in body shape between the experimental class and the control class after the experiment(P<0.05)(2)There was a significant difference in football skills between the experimental class and the control class before and after the experiment(P<0.01)(3)There was a very significant difference between the experimental class and the control class in terms of interest in physical education learning after the experiment(P<0.01)(4)There was a significant difference in autonomous learning ability between the experimental class and the control class after the experiment(P<0.01)(5)There was a significant difference in problem solving ability between the experimental class and the control class after the experiment(P<0.01)Conclusion:...