| CDIO teaching model inherits and develops the concept of engineering education reform in Europe and the United States for more than 20 years.It systematically puts forward the standards of operable ability training,comprehensive implementation and testing and evaluation.It is an open system and framework,in which different teaching contents can be integrated.The application of CDIO in different disciplines is rich,developed and improved,which can be used for reference in other fields.The application of CDIO teaching mode stimulates students’ autonomous learning ability and improves students’ critical thinking.This research mainly uses the methods of documentation,expert interview,questionnaire survey,teaching experiment and mathematical statistics to integrate the CDIO teaching mode into aerobics teaching,and carries out experimental research on Aerobics Teaching under the traditional teaching mode.The experimental results show that the CDIO teaching mode is effective and feasible.The conclusions are as follows:(1)Compared with the traditional teaching mode,the aerobics CDIO teaching mode is quite different in teaching idea,teaching subject,teaching goal,teaching method,teaching organization form,solving strategy and teaching evaluation.The CDIO teaching mode of aerobics has the following advantages: lasting learning motivation,multi-dimensional learning effect and relaxed teaching environment.(2)The teaching mode of Aerobics CDIO is designed from five aspects: teaching objective,teaching content,teaching level,teaching process structure and teaching effect evaluation.(3)The experimental results show that there are significant differences in the three dimensions of students’ professional ability of learning aerobics,namely,calisthenics ability,arrangement ability,artistic expression ability(P < 0.05).(4)The experimental results show that students’ critical thinking has seven dimensions: truth-seeking,open thinking,analytical ability,systematic ability,self-confidence,curiosity and cognitive maturity.(5)The experimental results show that there are significant differences in learning methods,motivation,learning process,learning time and learning environment among the five secondary indicators of students’ autonomous learning ability(P < 0.05).(6)The experimental results show that there are significant differences between CDIO teaching mode and traditional teaching mode in four secondary indicators of group task attraction to individuals,group interaction attraction to individuals,group task consistency and group communication consistency(P < 0.05). |
