Experimental Study On Improving The Theoretical Course Of Students’ Interest In Physical Education Majors

Professional students of physical education as a backup talents of our country sports education career,interlocking of future development of physical education with their interest in professional learning,the degree of professional knowledge and skills.Sports theory course is one of the main ways to get on physical education majors expertise and training of professional competence. "Interest is the best teacher." is the eternal truths in physical education learning.Therefore, how to cultivate physical education majors interest of sports theory courses and improve the learning effect is worth sports scientific research workers to explore and pursue constantly.Embodied Cognition Theory is based on the body’s behavior affects cognitive structure,to explore whether Embodied Cognition Theory has an impact on PE students of the learning of theoretical course.In this paper, the method of on the basis of using literature, experimental,questionnaire,mathematical statistics and logical analysis.As the research object of 78 students of 2011(three classes) from sports education profession in Chi feng Mongolia Province and teaching experiments. Class one and class two separately set as the experiment 1 and experiment 2 group,in the process of teaching and applied with Embodied Cognition Theory.Class 3 sets as control group,according to the traditional teaching mode.After the experimental period(8 weeks),comparative analysis of experiment teaching and traditional teaching,from two aspects of students’ learning interest and learning effect,then draw conclusions.The results show:(1)In the interest as a whole,experiment 1 and experiment 2 group and T-test are all the control group P < 0.05,Show significant difference.Experiment 1 and experiment 2 group T-test P > 0.05,No significant difference between the experimental group.(2)In the interest of six dimensions,Experiment 1 group and control group in the novelty,pleasure the dimension of T-test P <0.05,Appeared significant difference.The exploratory, general interest in two dimensions T-test P < 0.01,A very significant difference between experiment group and control group 1.In challenging and attention on the dimension T test are all P > 0.05,there is no significant difference between the two group.Experiment 2 group and control group in the novelty, challenging,attention on the three dimension T-test are P > 0.05,no significant difference.On exploratory and pleasure dimension T-test P < 0.05,there were significant difference between experiment group and control group 2.Overall interest dimensions T-test P = 0.01,the difference between experiment group and control group 2 reached significant level.Experiment 1 and experiment 2 group in novelty,challenging, attention, exploratory, pleasure, the overall interests,six dimensions on the T-test are all P > 0.05,experiment 1 and experiment 2 group difference was not significant.(3)On the homework scores,experiment 1 and experiment 2 group and T-test are all the control group P < 0.01,the experimental group and control group of students was very significant difference on the quality of the homework.Experiment 1 and experiment 2 group T-test P > 0.05,no significant difference.(4)In the aspect of comprehensive content test scores,experiment 1 and experiment 2 group and T-test are all the control group P < 0.01,a very significant difference between experimental group and control group.The T-test between the experiment 1 and experiment 2 group P > 0.05,no significant difference.