Study On The Application Effect Of PBL Teaching Method In Badminton Elective Course Of Guangzhou Guangzhou Sport University Of Physical Education

Under the rapid change of social environment,it is the most urgent need of teaching reform to reform and transform teaching mode and improve teaching effectiveness.Problem-based learning(PBL),also known as problem-based learning,is a teaching method that uses situational problems to arouse students’ thinking.In teaching,situational problems are taken as the starting point and introduced into the teaching process,so that students can take the initiative to analyze and discuss problems,and find ways to solve problems independently.Students are regarded as the main body,teachers as the dominant position,and every student is a participant in the study group,which encourages students to form a good habit of learning from each other.This paper takes the application of PBL teaching method in badminton main elective course of Guangzhou University of Sport as the research object,adopts the methods of literature,expert interview,questionnaire survey,experiment and mathematical statistics,and takes 16 students from Class 1 and Class 2 of Badminton main elective course of sports education major of Grade 2020 in Guangzhou University of Sport as the experimental objects.The experimental study was conducted for 12 weeks and 48 credit hours.In the experimental group,PBL teaching method was used for teaching experiments,group learning was adopted,PBL questions were set and introduced into the classroom in combination with three dimensions of "knowledge and skills","process and method" and "emotional attitude and values" of "three-dimensional objectives".PBL situational questions were used to conduct experimental research on three dimensions of students in the experimental group.The aim is to improve the teaching effect and provide reference for the teaching reform and teaching method innovation of college badminton.The control group adopted the traditional teaching method.Research results:(1)After the experiment,in the dimension of "knowledge and skill",in the aspect of the standard of special technology,after the experiment,the experimental group compared with the control group,the high ball has been tilted,the hanging net push,the killing net rub in the special technology evaluation showed significant differences P < 0.05.After the experiment,the experimental group compared with the control group,the high ball was always inclined,the hanging net push,the killing net rub,the left and right moving footwork,the forward and backward moving footwork showed significant differences P <0.05.(2)After the experiment,in the dimension of "process and method",the experimental group showed extremely significant differences in the learning process and method,P <0.01,and the improvement of the experimental group in the dimension of "process and method" was better than that of the control group.(3)After the experiment,in the dimension of "emotional attitude and values",the experimental group in the aspects of learning interest,personal value and social value P <0.05.In the control group,P < 0.05 showed a significant difference in learning interest.Research conclusion:(1)In terms of "knowledge and skills",both PBL teaching method and traditional teaching method can improve students’ specialized technical level,but PBL teaching method brings more obvious improvement.(2)In the dimension of "process and method",PBL teaching method has a positive influence on improving students’ "process and method".(3)In the dimension of "emotional attitude and values",PBL teaching method can promote the improvement of students’ learning interest,problem-solving attitude and life attitude,personal value and social value.Suggestions:(1)Attach importance to the fit between situational problems and teaching content,enhance students’ learning interest,stimulate students’ initiative and initiative,and avoid complicating problems.(2)In teaching,PBL teaching method should be combined with traditional teaching method,so as to make full use of their respective advantages and optimize the teaching effect.(3)In the group teaching of students,homogeneous grouping should be adopted to avoid heterogeneous grouping,which leads to students with weak foundation relying on students with strong ability to deal with problems throughout the whole process.(4)According to students of different majors and levels,the teaching content of badminton can be adjusted according to the course outline.