Experimental Study Of Interactive Teaching Effect On Physical Postgraduates

At present, with the enlargement of university enrollment, more and morecandidates are rushing into colleges and universities. On the other hand, the demandfor high-level physical postgraduates becomes more and more diversified. Meanwhile,it is a consensus that academic and professional postgraduates training mode coexist.However, due to the occurrence of a Master degree in Physical Education in ourcountry is not long. Therefore, physical postgraduate training is still in the primarystage in our country. This article aims to explore the feasibility and teaching effect ofinteractive teaching for physical postgraduates.In this study, Jiangxi Normal University Sports Postgraduates grade2011andgrade2010are taken as the object, which are divided into the experimental group (69people) and control group (54people). The interactive teaching is adopted to theexperimental group while the control group are taught in the traditional way. Theacademic and professional postgraduates are taught together. Futher more,, thestudents of different research directions could communicate with each other, such astraditional sports, sports humanities, physical education training and physicaleducation. In order to prove the effectiveness of interactive teaching, there are nineteachers from different subjects and research fields, and two types graduates aremixed in the experiment. In the class, teacher-student and student-student interactionsare made by different forms, such as discussion in groups and lectures. The wholeteaching process includes9different subjects and research fields, mixed the two typesgraduates before the experiment. According to the number of students, the academicand professional postgraduates are divided into several groups according to the ratioof3:2. Before the lecture, the assignment of students is to collect data and informationaccording to the questions what the teacher has arranged. In the class, the studentshave enough time for group discussion and come to conclusion. Then, the conclusionsare communicated between groups, and a student summarizes the main strands ofeach group on the platform in turn. The views and conclusions of each group shouldbe sharing with teachers and students. The teacher is responsible for score and theteaching activity lasted11weeks. The control group is taught in the traditional way,which means the professional and academic graduate separation and classroom teaching by teachers. A questionnaire survey is conducted on two groups before theexperiment and a questionnaire survey was conducted on two groups after theexperiment. Using general self-efficacy scale, intellectual efficiency scale, symptomChecklist-90(i.e. SCL-90), using SPSS16.0for independent samples T test methods.Results:(1) It is feasible that interactive teaching model used in postgraduate teaching.(2)To some extent, interactive teaching model could promote the general studentself-efficacy improved.(3)Interactive teaching model will help improve intelligenceefficiency.(4) Interactive teaching model for students’ mental health (SCL-90) haveled to positive results.(5)Interactive teaching mode helps improve research ability ofstudents.