| In recent years,the importance of sports dance course has been recognized by more and more people.Colleges and universities have actively reformed the teaching concept,teaching content and teaching methods of sports dance course.The previous research method is mainly from top to bottom,and its disadvantage is the lack of research on students’ subjective experience in the process of sports dance teaching.Based on this,this paper will pay more attention to the students’ subjective experience in the research,guide the research process in combination with the relevant theories of body phenomenology,and further clarify the purpose and significance of the research,so as to better provide methods and suggestions for improving the quality of sports dance classroom in Colleges and universities.Using the methods of literature,interview,observation,inductive analysis,questionnaire survey,mathematical statistics and factor analysis,this paper selects a class of elective sports dance course in Panjin campus of Dalian University of technology.The number of students is 26(10boys and 16 girls).A 16 week 32 class hour follow-up survey is carried out.The questionnaire is designed according to the survey data,300 questionnaires were distributed and collected to students who had taken sports dance courses in the campus,and the data were statistically analyzed.The research conclusions are as follows:1.The objective physical level of students: sports dance classroom space layout,the use of teaching equipment,the light of the classroom,the classroom open air circulation situation,sports dance classroom time,the characteristics of the sports dance movement itself will directly influence on students experience of student body objective,including the use of the space layout of the classroom,teaching equipment is most obvious.The light,air circulation,opening time and characteristics of sports dance in the classroom gradually deepen students’ cognition of sports dance learning and gradually show their influence on students.2.Students’ subjective psychological level: sports dance teaching has the function of aesthetic education.Compared with most other public physical education courses,the intensity of sports is relatively small.Students usually enjoy the state of mind in class,and their psychology is generally relaxed.However,there is an unequal relationship between knowledge and body,so it is inevitable to ignore students’ feelings in teaching.With the deepening of learning,students will also appear different degrees of negative psychological state.3.Students’ interaction and communication: teachers and students stand on the same plane as two subjects.The development of students’ subjectivity depends on the guidance of teachers’ subjectivity,while the development of students’ subjectivity can promote the development of teachers’ subjectivity.Both sides are in harmonious and unified development.Interactive communication is reflected in the interaction between students and teachers and between students.The interaction between teachers and students is mainly reflected in the teaching of sports dance knowledge and skills.Teachers’ personalities,teaching attitudes,teaching methods and evaluation of students have a direct impact on the emotional changes of students.Students are less willing to actively seek teachers to solve problems,and tend to find and solve problems actively by teachers.The interaction between students is mainly reflected in their partners and friends.4.Students’ course learning: Based on the characteristics of aesthetic education of sports dance,students have a strong psychological satisfaction and expect innovation in teaching methods and content.In the process of learning,students will measure their own learning effect and explore their own learning methods in the adaptation,which will also produce fatigue,lack of motivation and emotional experience psychologically.Credit requirements and other utilitarian factors affect students’ choice of course content. |
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