| Research objective: With the continuous deepening of curriculum reform in our country,more and more attention are paid to the student's dominant position in curriculum teaching.Project-driven teaching has quickly attracted the attention of domestic scholars and teachers because it emphasizes the interconnection and systematic application of knowledge,promotes the combination of theory and practice,and highlights the dominant position of students in teaching.This study introduces project-driven teaching into the course teaching of "exercise physiology",compares the differences between students' autonomous learning ability and subjective learning satisfaction under the traditional teaching mode and project-driven teaching mode,and provides a feasible way for the teaching of this course Instructional design ideas and teaching references enable students to experience deep learning,enhance the comprehensive application of knowledge,and improve teaching level and student training quality.Research methods: Through the analysis of the "exercise physiology" textbook,it is found that the chapter on exercise fatigue not only inherits the material and energy metabolism content learned before,but also lays the foundation for the subsequent learning of sports function knowledge,which plays a role in connecting the previous and the next,so this chapter is selected Practice project-driven teaching methods.This article uses the literature research method,This research uses the literature research method to sort out the domestic and foreign research status and theoretical basis of project-driven teaching,define related concepts,and point out the significance of project-driven teaching in the course of "exercise physiology" for physical education students.Expert interview,questionnaire survey,and teaching experiment were applied to analyze the aspects of the current "exercise physiology" course in the physical education professional teaching process that need to be improved from the perspective of teachers and students,and probes into the application effect of the project-driven teaching in the chapter of sports fatigue of "exercise physiology".Project-driven teaching was used as the main teaching method to explain in detail the specific teaching steps of project-driven teaching,which mainly include project preparation,project proposal,construction of learning context,group cooperation,achievement display and achievement evaluation.Taking the chapter of exercise fatigue as the teaching experiment chapter,constructing a project-driven teaching model with the project as the main line,conducting research on the application of the project-driven teaching model in the chapter of "sports fatigue" of "exercise physiology".Research results:(1)According to the results of teacher interviews,students' interest in the course of "Exercise Physiology" needs to be further improved,students' ability to comprehensively use learned knowledge,analysis and problem-solving abilities needs to be improved,and teachers' evaluation of students lacks quantification The indicator ignores the overall development of students.(2)According to the "Exercise Physiology" course learning survey questionnaire: in terms of the evaluation of classroom activities,students hope that the teacher will improve the teaching style and create a good classroom atmosphere.The learning atmosphere of the class is not only the most important environmental factor affecting learning,The construction of knowledge context is equally important,students are eager to have more opportunities for independent learning,students think that the teaching content of "Exercise Physiology" is generally integrated with exercise practice,and students feel that the content is abstract and difficult to understand during class,teachers teach The improvement of quality can take the improvement of students' interest in learning as a starting point.In terms of classroom performance,we can improve the classroom learning efficiency of students by improving teachers' teaching methods and adopting effective means to urge students to enter a good learning state as soon as possible,most students are distracted during class,lack of learning motivation,The teaching method and the difficulty of the course are the important reasons for the students to be distracted in class.In terms of group cooperation exploration in the classroom,students who participated in classroom group cooperation generally affirmed the positive effect of group cooperation on teaching effects,among the students who did not participate in group cooperation,most students hope to arrange a group in the "exercise physiology" course Cooperation.(3)According to the Student Autonomous Learning Scale,the average values of the four dimensions and total scores of the students in the control group and the experimental group after the experiment are higher than those of the control group and the experimental group in terms of learning motivation,planning and implementation,self-management,and interpersonal communication.Group evaluation index before experiment.The experimental group and the control group showed significant differences in the two dimensions of students' self-management and interpersonal communication(P<0.05),and significant differences in the two dimensions of learning motivation and total score(P < 0.01).There is no difference between planning and implementation in this dimension(P ≥ 0.05).(4)According to the questionnaire of students' subjective satisfaction with the teaching method,it is learned that the experimental group's overall satisfaction with learning,teaching methods,theoretical learning,team awareness,learning motivation,learning interest,learning attitude,interpersonal relationship,and learning effect satisfaction The average value of degree is higher than that of the control group,and there is no difference in theoretical learning satisfaction(P ≥ 0.05),and the other eight indicators have differences in satisfaction(P<0.05).(5)There is a significant difference in performance between the control group and the experimental group.The average score of the experimental group is higher than that of the control group and there is difference between the two groups(P<0.05).Research conclusions:(1)Under the traditional teaching mode,students' interest in the course of "Exercise Physiology" needs to be further enhanced,students' comprehensive thinking ability needs further training and cultivation,the way teachers evaluate students' needs to be further enriched.(2)The application of the project-driven teaching model in the chapter on exercise fatigue of "Exercise Physiology" improves the autonomous learning ability of physical education students,stimulates their interest in learning,helps students clarify their learning goals,and enables students to have good self-management And interpersonal communication skills.(3)Compared with the traditional teaching mode,physical education students have a higher subjective satisfaction with project-driven teaching,and positively evaluated the application of this teaching method in the chapter on exercise fatigue of "Exercise Physiology".Project-driven teaching broadens the depth and breadth of thinking of physical education majors,and cultivates the comprehensive thinking ability of physical education majors. |
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