| Research purposes:Tennis is one of the sports programs offered by college physical education courses.Opening in colleges and universities in the form of elective courses is the main way for college students to contact and participate in the movement,and is also an important driving force for promoting the development of tennis in colleges and universities.However,the current teaching of tennis elective courses in colleges and universities is mainly based on a traditional method of "cramming",which leads to poor performance in classroom teaching.The experiential teaching method makes up for the shortcomings of the traditional teaching method,and has been widely used in various research fields.However,the research materials applied to the tennis teaching in the experiential teaching method are relatively limited.Related research on effects has not been covered.Therefore,based on the actual teaching situation of college tennis elective courses at this stage,combined with the specific teaching situation of our college tennis elective course,this paper attempts to apply the experiential teaching method to the teaching of college tennis elective courses,and explores its teaching to improve tennis elective courses.The specific application advantages of the effect provide theoretical basis and guidance for the later development of relevant teaching practice and research.Research methods:This study mainly uses literature data method,expert interview method,teaching experiment method,questionnaire survey method and mathematical statistics method.Taking 48 students from the 2017 non-sports majors of Shaanxi Normal University as the experimental subjects,they were divided into Class A and Class B respectively for teaching experiments and Excel and SPSS20.0 were used to collate the data collected before and after the experiment.Statistical and comparative analysis.Research result:(1)After the experiment,there was no significant difference in the physical quality test of Class A and Class B students at 50 meters,standing long jump,1 minute skipping,sitting body flexion and cross quadrant jump(P>0.05).Before the experiment and after the A-class experiment,there was a significant difference between the B-class experiment and the B-class experiment at 50 meters,standing long jump,1 minute skipping,sitting body flexion and cross quadrant jump test(P<0.01).;(2)After the experiment,there was no significant difference between the A and B classes in the original backhand shot and the serve performance test(P>0.05).There was significant significance in the test of the number of successful hits at different distances.Differences(P<0.05),before and after class A,there was a significant difference in the scores before and after class B(P<0.01);(3)After the experiment,students in Class A and Class B formed a very sharp contrast to the satisfaction of teachers' classroom teaching methods.Most students in Class A were dissatisfied with the classroom teaching methods and general attitudes,while most of Class B students Students are very satisfied and satisfied with the classroom teaching methods;(4)After the experiment,the class B students are relatively higher than the class A students in terms of communication and cooperation ability,self-learning ability and personal ability improvement in finding and analyzing problems to solve problems;(5)After the teaching experiment,in the tennis interest survey,there was a significant difference in the interest in tennis learning between the A and B students(P<0.01).In the aspect of subjective exercise experience,the positive happiness of the B students.The scores were higher than those of class A and there was a significant difference(P<0.01).In the degree of psychological annoyance and fatigue,the scores of group B students were significantly lower than those of class A students and there was a significant difference(P<0.01).Analysis conclusion:(1)In terms of improving physical fitness,the use of experiential teaching methods in tennis teaching is more conducive to the improvement of students' physical fitness than traditional teaching methods.(2)In terms of skills learning,the tennis skills of Class A and Class B students have been improved in different degrees after the experiment,but the effect of experiential teaching method on students' skills is more obvious.(3)Applying experiential teaching method to the teaching of tennis elective course,it is more acceptable and accepted by students than traditional teaching method.(4)Compared with the traditional teaching method,the experiential teaching method is more obvious for students' ability of communication and cooperation,self-learning ability,finding problems,analyzing problems and solving problems;(5)Applying experiential teaching method to the teaching of tennis elective course can stimulate students' interest in learning,and can improve the students' positive and happy feelings while reducing the psychological annoyance and fatigue of students,and help students establish lifelong sports awareness. |
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