Sports And Health Curriculum Standard Practice Module Content Selection Research

This article takes the senior high school students in the background of new curriculum reformation as the study object, investigating the students’ability in sporting skills mastering and the study effect after the teaching in one module (18classes) with experimental method. The guiding theory of the experiment integrated Soviet Union scholar, Matveev’s sporting skills formation theory and German psychologist, Hermann Ebbinghaus’s Forgetting Curve theory. It is aimed to find out high school students’sporting skills mastering situation, probe into the effect of the practice of Physical Education (PE) module teaching, find problems existing in module teaching, reinforce the effective practice of module teaching in the new curriculum reformation, improve teaching efficiency and search for methods that can better help students master sports skills.The consultation of literatures concerning module teaching, sports skills and teaching methods and the analysis based on my own teaching experience suggest that the main reasons affecting students’mastering of sports skills are:1. The formation of sports skills is a long-term process that needs the guarantee of enough time. While in the process of sports learning, the students’exercising time were affected by both subjective and objective reasons.2. The learning of sports skills should be in conformity with students’physical and psychological development.3. The effects of social identification of sports teaching and the lack of good sports circumstance.The adopted study methods are experimental methods, literature consultation, interview, investigation, observing, logical analysis method and so forth. The experiment process includes fixing the experiment object, analyzing the expected effect of the experiment, designing experiment procedures, organizing students to do the pre-measurement, analyzing the pre-experiment data, organizing teaching, post-experiment evaluating and the comparison and analysis of pre-determined and determined data. In teaching practice, comparison classes, experimental classes and other teaching forms were adopted. After experiment, students’improvement level, study enthusiasm and other aspects were evaluated in both comparison and experimental classes. The experiment results indicated that through the teaching in one module, the students cannot fully master the sports skills that the teacher taught. The students in comparison classes taught by traditional methods did not fully mastered the required sports skills, while the students in experimental classes taught by key-skill teaching methods, although had an improvement generally, still did not reach the skills requirement in new curriculum.The factors that prevent the students from thoroughly mastering the sports skills are on multiple aspects. Firstly, the design and arrangement of PE classes should be in conformity with the discipline of the students’physical and psychological development and arranged scientifically in accordance with the students’development period. The formation of sports skills mainly experiences four phrases, including generalization, differentiation, consolidated improvement and dynamic shaping. The requirements for the students and teaching methods in each phase are different. According to the Ebbinghaus Forgetting Curve theory, in the process of students’memorizing the study materials, the content of memorized material is influenced by study intervals and repeating times. Short-term memory could be transformed into long-term memory through constant repeating to help the learners fully master the skills. In doing sports, the formation of sports skills needs continuous practice to make the quantitative accumulation transforming to the qualitative change, in the process of which the guarantee of time is needed. At the mean time, the level of the students’mastering of sports skills and the required study time depend on various qualities of the learners themselves. However, in the current module teaching, due to the complexity, limitation of time, weather, sites, materials and other uncontrollable factors, the practice time of the students in the class are dramatically reduced, while lack of practice time is the main reason that conditioning the students’mastering of sports skills. Meanwhile, due to PE curriculum is with no consistency, which would lead to a repeated learning of one skill in students’12-year learning process, it is essential to scientifically design a continuous PE teaching plan from students’childhood to teenage period based on students’periodical development features. Furthermore, under the influence of the general social conception, PE teaching tends to be ignored by parents, schools and even the society. In the background of exam-oriented education, literacy classes are students’main tasks. The parents’high expectancy and the school’s blind pursuit of transition rate all lead to the factors ignoring the study of PE skills in the whole study process. In PE lessons, students get few chances practicing and are affected by strenuous homework and transition pressure, so they have less time anticipating sports activities. The contraction of practice time and lack of practice time considerably affected the students’study attitude towards PE skills. At last, there is a general lack of sports culture circumstance in the society. Good sports culture circumstance is one of the reasons affecting people’s involvement in sports. Sports could enhance the mutual help and understanding of people, cultivate cooperation, and promote society harmony. The lack of good sports culture circumstance mitigated the influence of sports on people’s spiritual world. Establishing a good social cultural circumstance is good for social development, unity of people, could not only improve the health, but also enrich the public’s spiritual world. Through the teaching organization and analysis of the reasons why students cannot fully master sports skills, there are some suggestions about this issue:set up PE special classes, attach importance to students’balanced development, change the general social identification, create sports cultural circumstance, enhance teaching important points, innovate creative teaching methods, avoid the interference of teaching materials, reduce frequent change of modules, base on the features of students development, correctly set module content, enhance skills learning, set long-term teaching plan, connect to the Forgetting Curve theory, arrange effective review, make full use of the intervals, promote the formation of long-term memory, emphasize individual differences, reasonably organize teaching process and so forth. Hopefully, these suggestions above would have positive influence on the effectiveness of sports module teaching.