Experimental Study Of "Dynamic Hierarchical Teaching" In Physical Education Teaching In Higher Vocational Colleges

Learning sports technology,enhancing physical quality and promoting mental health are the basic tasks of physical education teaching in schools.In physical education teaching,the reasonable application of teaching methods is an important condition to guarantee students’ effective learning and promote their physical and mental development."dynamic hierarchical teaching" through layered before the test,stratification,establish gradient teaching goal,hierarchical teaching plan,method and process control implementation of personalized teaching is helpful to inspire students’ interest in practice,enhance confidence,promote skill learning in the establishment and consolidation of conditional reflex,which would be helpful to the grasp of sports skills,and constantly improve the improvement of physical and psychological process,to achieve good teaching effect.Using methods of Documentation,questionnaire survey method,interview method and the experimental method and other research methods,with Hebei vocational college of foreign languages of 64 college students as the experimental object.This paper makes an empirical study on the application effect of "dynamic hierarchical teaching" in the teaching of standing triple jump,throwing solid ball forward and rolling forward,the main conclusions are as follows:1.The implementation of dynamic hierarchical teaching method is more targeted,can better implement the principles of "teaching students in accordance with their aptitude and "differentiating treatment",optimize the teaching structure,accelerate the formation of skills dynamic stereotypes,meet the needs of different basic students,and more conducive to the achievement of teaching objectives.2.In the significance test T value of the three technical evaluations of the experimental class and the contrastive class,the solid ball was 2.304(P < 0.05),the standing triple jump and the forward roll were 2.768 and 3.948(P < 0.01);The solid ball and standing triple jump were 1.619(P > 0.05)and 2.299(P < 0.05)respectively in the significance test T values of the three technologies reaching the standards.Except that there was no significant difference in reaching the standard of throwing solid ball before,the experimental class was significantly higher than the contrastive class in the technical evaluation of the three techniques and the achievement of standing triple jump.3.In the physical fitness significance test of the experimental class and the contrastive class,except for the 50-meter run(T value is-1.730),the performance indexes of sit-forward bending,pulling up,1000-meter run and standing long jump in the experimental class are significantly higher than those in the contrastive class;after the experiment,the performance of the experimental class is significantly higher than that before the experiment,while in the contrastive class,only the pulling up is significantly improved,and the other physical fitness is also to a certain extent,but there is no significant difference.4.In the significance test of the psychological indexes of the experimental class and the contrastive class,the T values of self-confidence,self-satisfaction and learning motivation were 2.192,3.059 and 4.474,respectively.The psychological indexes of the experimental class were significantly higher than those of the contrastive class,especially learning motivation.The self-confidence and learning motivation of the experimental class after the experiment are significantly higher than those before the experiment.At the same time,the self-confidence of the contrastive class after the experiment has been significantly improved.However,although the learning motivation has been improved,there is no significant difference.