An Experimental Study Of Hierarchical Teaching Method In The Teachi Ng Of Middle School Physical Education Examination

With the introduction of a series of policy documents related to physical education in China,physical education teaching has attracted much attention.At present,China’s physical education classroom teaching methods are single,mature diversified physical education teaching mode is not much,especially the lack of novel teaching methods and means.Driven by the reform of the physical education examination,according to the current teaching status of school physical education and the individual differences of students,this paper designs the stratified teaching method in the physical education examination,and compares it with the traditional teaching method.It aims to verify the results,physical performance in the physical education examination and sports skills and the traditional teaching method,to verify the effectiveness of the method in improving students ’attitude towards sports learning,stimulating students’ interest in sports,and promoting the comprehensive development of the performance and psychology.This thesis takes the teaching experiment method as the main line,combines the literature data method,questionnaire survey method,and studies its influence in the teaching of physical education examination project.In Anqing city seventh middle school selected two classes teaching experiment,experimental classes using layered teaching method,control class adopts the traditional teaching method to carry out teaching,after 12 weeks of teaching experiment,before and after the experiment of two classes students sports examination project scores,sports learning attitude indicators such as comparative analysis,the following results and conclusions.Results:(1)in the endurance running event,There was a significant difference between the experimental class students and the control class students(P=0.023 <0.05 for boys,P=0.043 <0.05 for girls);In the standing long jump event,There was a significant difference between the experimental class students and the control class students(P=0.002 <0.05 for boys,P=0.037 <0.05 for girls);In the sitting body forward flexion project,The experimental class students and the control class students have improved their performance before and after the experiment,However,no significant difference was shown(for boys,P=0.408> 0.05,Female students P=0.123> 0.05);(2)The experimental class and the control class students’ endurance running,standing long jump and sitting forward bending projects have been improved,Moreover,compared with the students in the control class,the improvement in the three projects was more obvious(P=0.000 <0.05);(3)Compared with the traditional teaching methods,The stratified teaching method is more conducive to improve the students’ attitude towards PE learning,Three dimensions include learning style(P=0.000 <0.05),interest and participation(P=0.000 <0.05),and classroom performance(P=0.000<0.05),All showed significant differences;(4)According to the satisfaction survey of the students in the experimental class,Higher student satisfaction with stratified methods than with traditional methods,Most students are more interested in the stratified teaching method.Conclusion:(1)the stratified teaching method improves the quality of endurance and strength more obviously,and the flexible quality in the short term;(2)the improvement of the endurance running,standing long jump and forward bending is higher than the traditional teaching method;(3)the stratified teaching method is more beneficial to improve students’ physical learning attitude;(4)the experimental class students are more satisfied with the hierarchical teaching method,which is conducive to the implementation and promotion of stratified teaching method in physical education.