A Study On Current Situation And Countermeasures About The Part Of Shanghai Of The Teaching Of College Tennis

In this paper, using literature data, the survey interviews, statistics and other research methods to elective courses for university status as the starting point tennis, college tennis on the elective part of Shanghai to investigate and study to understand the elective Some College Tennis Teaching the basic situation, elements of the teaching process conditions, teaching effect and the main problems and proposed some colleges and universities in Shanghai to further reform and development of Tennis Elective countermeasures and suggestions. Purpose of the status of college tennis in Shanghai for an objective evaluation and analysis to identify constraints in Common college tennis development factors, to change the traditional college tennis, Shanghai, teaching ideas, complete tennis program elective courses , and comprehensively promote the deepening of reform of Physical Education, universal college tennis for the development of reliable basis.The results show that:1.Elective course in Shanghai to carry out some cases college tennis was a good state of development of the general trend, in accordance with curricula, teaching objectives and teaching plans successfully completed the task of teaching, better teaching, but also look at the actual teaching to the teaching there are different degrees of problems, thus affecting the quality of teaching and student learning.2, At present, part of Shanghai College Tennis Elective Course of teachers and can basically meet the needs of teaching, but the imbalance in the number of male and female teachers, age structure tends to younger, low proportion of title structure, together with some teachers teaching experience is not long , teaching experience to be accumulated, these factors will affect the teaching effectiveness, quality improvement and effective work of teachers.3, The Shanghai part of the elective courses to meet college students love tennis, tennis in the warm and fitness for tennis to bring entertainment and leisure needs of the role, learning attitude, motivation clearer, these are smooth for the teaching provided a strong guarantee. However, in teaching practice, teaching students that the number of elective setting tennis less theoretical knowledge learning, technology training practice short, higher number of elective classes, resulting in a timely manner in the learning process can not communicate with the teachers, no correct understanding of their progress to the situation, this is college tennis teaching effectiveness of the important reasons.4, Shanghai Teachers College Tennis too much emphasis on the teaching of the content of the basic athletic skills as the center, failed to highlight the relevance of teaching content, scientific, hierarchical, systematic structural system, the relative neglect of psychological development of students and the cultivation of personal initiative, more traditional teaching methods and teaching in the multimedia and other modern means of low usage, can not be a better use of modern teaching resources; combined with elective courses teaching the use of tennis equipment and other hardware facilities and venues can not meet the students Physical demand, so in teaching activities and fail to fully mobilize the enthusiasm of students, can not meet the individual needs of learning and emotional experience, is not conducive to teaching goals and the cultivation of physical quality of students is not conducive to the students of Class one and lifelong physical objectives of the organic convergence, a direct impact on the Shanghai part of the university teaching and further development of tennis.5, Shanghai, single college tennis teaching evaluation methods, content, boring, simple skills assessment to the main criteria for the evaluation, ignoring the individual differences of students and for students interested in training, not from an objective, fair and reasonable point of view reflects different levels of the actual level of students. Lack of teaching evaluation and student participation, evaluation of teachers in the teaching process is also not scientific system reflects to a certain extent, affected the enthusiasm of teachers is not conducive to mobilizing the enthusiasm of teaching.