| Swimming is a coordinated and relaxing sport,full of rhythm and rhythm,which can cultivate a healthy body and promote the development of comprehensive physical functions.It is a popular leisure sport.It has the broadest acceptance in all ages and genders,and is one of the favorite sports courses for teenagers.However,the traditional swimming teaching for primary school students failed to take into account the differences of students,adopted a unified teaching method,and ignored the improvement of students’ sense of achievement and mutual assistance ability.Primary school students often fail to actively practice or cooperate in their swimming lessons,resulting in the effectiveness of learning to be strengthened.In the field of sports training theory,since Dr.Mosston put forward the MOSSTON inclusive teaching mode,we have to expand more possibilities for swimming teaching methods.Therefore,this paper attempts to explore and compare the learning effects of the emotional attitude,subjective skills and objective skills of breaststroke teaching of sixth grade primary school students with and without inclusive teaching intervention by using experimental methods.This experiment is aimed at the sixth grade students in primary school,19 students in Class X and 19 students in Class Y.Each class has 20 classes of breaststroke for 10 weeks.Among them,the students of Class X apply the inclusive teaching in the form of multiple standards;Class Y adopts a single standard form of general teaching.Finally,the differences in emotional attitude,subjective skills and objective skills between the two classes were compared.This study mainly focuses on quantitative research,and carries out statistical analysis by dependent sample t-test and independent sample t-test.The results of the experiment show that: 1.Emotional attitude:(1)The students who have accepted inclusive teaching have achieved learning results in terms of sports spirit,learning attitude or overall emotional attitude.(2)The students who did not accept the inclusive teaching had learning effects on the aspects of sports spirit and overall emotional attitude,but had no significant learning effects on the aspects of learning attitude.(3)The students who have accepted inclusive teaching have significantly higher learning effectiveness than those who have not accepted inclusive teaching in terms of sports spirit,learning attitude or overall emotional attitude.2、Subjective skills:(1)Whether there are students who have received inclusive teaching,and they have achieved learning results in arm posture,whether the breath exchange is successful or not,kick action,body coordination and overall subjective skills.(2)However,students who do not accept inclusive teaching and adopt single standard teaching have better learning effect than students who accept inclusive teaching and adopt multiple standards teaching,which shows that the evaluation standard should be determined by multiple standards or single standard.3、Objective skills: whether students accept inclusive teaching or not have good performance in objective skills evaluation,and there is no significant difference between the two.Research shows that inclusive teaching can really improve students’ learning effectiveness in emotional attitude,subjective skills and objective skills.Just because inclusive teaching is a multi standard teaching mode,it is not recommended to adopt a single standard evaluation mode for subjective skill evaluation.Instead,it is necessary to take into account the individual differences of students and develop a set of evaluation mode that conforms to the principle of suitability to better conform to the concept of inclusive teaching. |
