The Application Research Of Program-group Teaching Mode In College Tennis Teaching

Research purposes: The main purpose of this study is to introduce the existing teaching model and the concept of group teaching model into the tennis teaching process,and to construct a set of patterns that are conducive to improving the effectiveness of tennis teaching-"program-grouping" teaching The model and the teaching practice test of its teaching effect.Theoretically,enriching the teaching methods of tennis provides a theoretical basis for the teaching reform of physical education teachers.At the same time,through this teaching experiment,the effectiveness of this teaching of tennis is improved,and the function of educational concepts is fully exerted to enable students to obtain optimal educational effects..Research methods: After strict screening,a total of 60 tennis special classes from Guangzhou University were selected as subjects and divided into 4 groups with 15 individuals in each group.The experimental group consisted of three groups,which were respectively designated as "program-group" teaching group,program teaching group and group teaching group;the control group consisted of 1 group,which was set as the traditional teaching group.The "program-group" teaching group adopts the "program-grouping" teaching mode,the program teaching group uses the program teaching mode,the group teaching group adopts the group teaching mode,and the traditional teaching group adopts the traditional teaching mode.During the experiment,the four groups taught on different days and at the same time.At the same time,students in each group were not informed of the ongoing teaching mode experiment(single-blind method),thereby reducing the possible impact of the Pimaolion effect.After the experiment,the effect of tennis learning motivation and various skills was tested.Research result:(1)After the experiment,there was a significant difference between the scores of the tennis learning motivation scores of the “program-group” teaching group,the program teaching group,and the group teaching group(P<0.01).The scores of the learning motivation before and after the experiment in the traditional teaching group were not significant.Significant difference.From the mean point of view,after the experiment "program-grouping" teaching group(M post-test = 58.60> M pre-test = 51.13),program teaching group(M posttest = 55.00> M pre-test = 49.06),group teaching group(M experiment The scores of learning motivation of post-test = 55.73>M before experiment = 51.66)were higher than those before the experiment.After the experiment,the motivation score of the traditional teaching group was slightly higher than before the experiment(post-M experiment = 52.20> pre-M experiment = 50.13).(2)After the experiment,there was a significant difference in the learning motivation scores between the “program-group” teaching group and the program teaching group(P<0.05),and then from the mean point of view(M after experiment = 58.60> M before experiment = 55.00).The average level of learning motivation of the "program-group" teaching group was higher than the average level of the program teaching group.(3)After the experiment,there was a significant difference in the learning motivation scores between the “program-group” teaching group and the group teaching group(P<0.05),and then from the mean point of view(M after experiment = 58.60> M before experiment = 55.73).The average level of learning motivation of the "Program-Group" teaching group was higher than the average level of the group teaching group.(4)After the experiment,there was a significant difference in the learning motivation scores between the “program-group” teaching group and the traditional teaching group(P<0.01),and then from the mean value(M-post-test = 58.60> M pre-test = 52.20),the experiment The average level of learning motivation of the "Program-Group" teaching group was higher than the average level of the traditional teaching group.(5)Before and after the experiment,there was a significant difference in the total score of tennis skills between the “program-group” teaching group,the program teaching group,the group teaching group,and the traditional teaching group(P<0.01).From the mean point of view,after the experiment "program-group" teaching group(M post-test = 82.94> M pre-test = 58.26),program teaching group(M post-experiment = 80.78> M pre-experiment = 57.82),group teaching group(M Pre-experimental = 79.93> M pre-test = 57.40),and the traditional teaching group(M post-test = 74.86> M pre-test = 57.73)were higher than before the test(6)After the experiment,there was a significant difference in the scores of tennis skills between the “program-group” teaching group and the program teaching group(P<0.05),and then from the mean point of view(M experiment after = 82.94> M before experiment = 80.78).After the "program-group" teaching group,the average level of tennis skills is higher than the average level of the program teaching group.(7)After the experiment,there was a significant difference in the scores of tennis skills between the "program-group" teaching group and the group teaching group(P<0.05),and then from the mean point of view(M after experiment = 82.94> M before experiment = 79.93).After the "program-grouping" teaching group,the average level of tennis skills is higher than the average level of the group teaching group.(8)After the experiment,there was a significant difference in the scores of tennis skills between the “program-group” teaching group and the traditional teaching group(P<0.001),and then from the mean value(M post-experiment = 82.94> M pre-test = 74.86).After the "program-grouping" teaching group,the average level of tennis skills is higher than the average level of the traditional teaching group.Analysis conclusion:(1)From the analysis of learning motivation,the traditional teaching model can not significantly improve students' motivation for tennis learning.The "program-grouping" teaching mode,program teaching mode,and group teaching mode can significantly improve students' tennis learning motivation.The "program-group" teaching mode is superior to the program teaching mode,group teaching mode,and traditional teaching mode.(2)From the analysis of tennis skills,the "program-group" teaching mode,program teaching mode,group teaching mode,and traditional teaching mode can significantly improve students' tennis skills.The use of "program-grouping" teaching mode has a better effect on improving the level of tennis than the program teaching mode,group teaching mode and traditional teaching mode.