An Experimental Study Of The Situational Teaching Method Used In The Martial Arts Class In Elementary School

Martial arts is a magnificent pearl in the long history of Chinese civilization.It is one of the outstanding national cultural heritages.We need to protect and inherit it.Schools are an important place to spread martial arts.The teaching method used is single and cannot be combined with the characteristics of the subject,which leads to a decline in students’ learning interest.For this reason,this article uses the situational teaching method in the elementary school martial arts classroom to carry out experimental teaching research,in order to improve the current single martial arts classroom teaching method’s shortcomings,and to create an efficient classroom to meet the requirements of the new curriculum reform,put forward theoretical and practical basis.The experimental subjects in this article were selected from the fourth grade(1)and fourth grade(2)of Donger Primary School,Xuhui District,Shanghai,and they were randomly divided into experimental and control classes.Taking martial arts "Sunrise" as the teaching content,two different teaching methods of situation teaching method and traditional teaching method were used to conduct a 16-week teaching experiment.This article takes the experimental method as the main research method,combines literature data method,expert interview method,classroom observation method,questionnaire survey method and mathematical statistics method for research and analysis.The situational teaching method is used in the elementary school martial arts classroom to influence the students’ martial arts learning cognition,physical quality and martial arts skill.The experimental results are as follows:1.After the experiment,the statistical results of martial arts learning cognitive questionnaire survey show that the students in the two classes have differences in martial arts learning attitude,martial arts learning motivation,and martial arts learning initiative indicators(P <0.05);there are significant differences in martial arts learning interest indicators(P <0.01).2.After the experiment,the statistical results of the physical fitness test results show that although there is no significant difference between the experimental class and the control class(P> 0.05),the improvement of each test index of the physical quality of the experimental class is higher than that of the control class class.3.After the experiment,the statistical results of martial arts skill test results show that the average test results of the experimental class and the control class are 85.02 and 81.18,respectively.P value of 0.001 indicates a significant difference(P <0.01).4.After the experiment,the statistical results of the Wushu Situational Teaching Method Feedback Questionnaire(experimental class only)learned that in the feedback of the situational implementation method,the selection of "role-playing situation" accounted for 92.85% of the total number,and the selection of "audiovisual situation" accounted for the total 90.47% of the total;in the feedback of teaching experiment results,90.47% of the total number of people selected "Wushu class is very attractive to me",and 90.47% of the total number of people who selected "I want to continue learning Wushu.In conclusion:1.The use of situational teaching methods in elementary school martial arts classrooms can effectively improve students’ cognition of martial arts learning,stimulate students’ interest in martial arts learning,and reduce negative emotions in martial arts classes.The investigation in the later stage of the experiment found that students in the experimental class were more willing to continue to participate in activities and courses related to martial arts.2.The use of situational teaching methods in elementary school martial arts classrooms can help students deepen their memory and understanding of action essentials,improve the practicality of action moves and effectively master and complete martial arts actions.3.Among these five methods of situational teaching,role-playing and audiovisual situations are more popular among students,which will help to deepen the setting and implementation of these two types of situations in future research on situational teaching methods.