Research On The Application Effect Of Multimedia Teaching Means In Table Tennis Elective Course Of College Students Majoring In Physical Education

The new curriculum reform proposes to improve the effectiveness of the classroom in teaching practice.“The Education Informatization 2.0 Action Plan”issued by the Ministry of Education points out that the application of multimedia means in teaching has become the focus of many scholars to give full play to technological advantages,change the traditional mode,and promote the deep integration of new technology and education and teaching.In this paper,the heterogeneous group teaching method is used to study the table tennis elective course teaching in Guangzhou Institute of Physical Education,combining with two multimedia teaching methods: students watching videos of excellent athletes and shooting technical action video feedback.In this paper,literature data method,mathematical statistics method,questionnaire survey method,teaching experiment method and logical analysis method are adopted to carry out research.Three teaching classes of table tennis elective course in Guangzhou Institute of Physical Education are selected as experimental objects.Two classes are randomly selected from the three classes as experimental class A and experimental class B,and the remaining class is the control class.A total of 8 weeks(4 class hours per week)32 class hours of offline teaching experiments were carried out.The design of the teaching experiment is as follows: 1.Class grouping: 1.Under the condition of the heterogeneous grouping teaching method in the three classes,the experiment class A uses the teaching method of using artificial smart phone to shoot video and feedback on the spot;2.In experimental Class B,students were organized to watch the technical action videos of excellent athletes before teaching,and students were taught to choose the teaching means to watch by themselves;3.Non-multimedia teaching means are adopted in the control class.Ii.Experimental test: 1.Pre-test: test the physical quality and basic situation of table tennis skills of students in the three classes;2.Test in the experiment.In different learning stages of table tennis skills,test will be carried out at the end of each skill learning;3.After the experiment,questionnaire survey was conducted on the course satisfaction of students in the three classes after the course teaching.Experimental results: After 8 weeks of teaching experiment,the results are as follows:(1)The results of one-way analysis of variance show that there are significant differences in the standard score and skill score of the two table tennis skills of the three classes,the standard score: F(forehand)= 8.405,P = 0.001<0.050,F(backhand)= 22.123,P<0.050,skill score: F(forehand)= 7.985,P = 0.001<0.050,F(backhand)= 8.405,P = 0.001<0.050.The results of independent sample T test show that:(2)In terms of reaching the standard: There are significant differences between control class and experimental class A(P(forehand)<0.001,P(backhand)<0.001),marginal differences between control class and experimental class B on forehand(P = 0.047<0.050)and backhand(P = 0.003<0.050).There was marginal difference in forehand(P = 0.050≤0.050)and significant difference in backhand(P =0.001<0.050)between experimental class A and experimental class B.(3)Technical score: There is A significant difference between the control class and experiment A(P(forehand)= 0.002<0.050,P(backhand)<0.001),while there is no significant difference between the control class and experiment B(P(forehand)= 1.00>0.050,P(backhand)= 0.854>0.001).There were significant differences between experimental class A and experimental class B(P(forehand)= 0.001<0.050,P(backhand)=0.001<0.050).Research conclusion:(1)All the three teaching methods can effectively improve students’ table tennis skills under the condition of heterogeneous group teaching,but from the perspective of the overall progress of the two techniques(progress of standard score + progress of skill score),the multimedia teaching method of video feedback(experimental Class A)has the best effect.The effect of multimedia teaching means of watching the technical action videos of elite athletes was the second in experimental class B,and the effect of no multimedia teaching means was the lowest in control class.(2)The effect of the multimedia teaching means of watching the technical action videos of elite athletes in experimental class B is better than that of the control class without multimedia teaching means.However,in terms of the improvement of two table tennis skills,experimental class B is slightly lower than the control class.(3)After the teaching experiment,there was no significant difference in learning satisfaction among the three teaching methods(P = 0.113).The average scores of the two multimedia teaching means were higher than those of the conventional teaching means without multimedia teaching means.In terms of effective teacher guidance and liking table tennis courses,the multimedia teaching means with technical action video feedback(Experimental Class A)had the highest average score.In terms of satisfying teachers’ teaching methods and learning interest and attitude,the score of multimedia teaching means of watching excellent athletes’ technical action videos is higher in(experimental Class B).Students are more inclined to use multimedia teaching methods in teaching.