Research On The Application Of Divided Classroom Teaching Mode In Calisthenics Courses In Colleges And Universities

With the continuous deepening of the pace of teaching reform,a large number of experts and scholars and front-line teachers actively explore and practice the new mode of education and teaching suitable for China’s national conditions and students.Professor Xuexin Zhang of Fu Dan University combined with the theoretical principles of psychology,brain science,education and so on.The divided class(PAD class for short)deconstructs and reconstructs the original teaching method and discussion method,which is specifically composed of three parts: teachers’ teaching(explanation and demonstration),students’ independent learning(practice and practice),and group discussion teachers’ answering questions.In the stage of students’ independent study,the group discussion content is also structured into three parts: "light","examination" and "help",which can effectively stimulate students’ learning motivation."Liang" refers to the content that students feel the most and benefit the most in learning,"examination" refers to refining their own knowledge to test other students,and "help" refers to the problem that they do not understand the need for help from others.This is an important link of the transition of power and responsibility in time and space,which truly reflects the teaching concept and practice path centered on students’ learning and development.Its structure is simple,independent learning and cooperative learning,and the focus on deep learning are the three highlights of the classroom.The core idea of classroom division is division of responsibility and right and division of time.Through this teaching and learning process,we hope to cultivate students’ good qualities such as equality,respect,listening,independent thinking and tolerance,dealing with conflicts,integrating different viewpoints,accepting questions,dealing with setbacks,and seeing victory rationally.These are the goals we expect to achieve in the ideological and political courses of physical education.This is also a meaningful exploration of the reform of "gender"(advanced sex,innovation)"once"(challenge degree)in college curriculum quality.The model of divided classroom teaching has been promoted and achieved good results in the whole country,but the application and research in the course teaching of calisthenics in colleges and universities are rare.Therefore,this study applies the divided classroom teaching model to the aerobics teaching of the public elective course of physical education in colleges and universities.In southwestern university of finance and economics class of 2018 undergraduate students of aerobics courses as experimental object,USES the literature material method,experimental method,questionnaire survey method,interview method and mathematical statistics research methods such as contrast experiment,investigation of the experimental group and control group before and after the students in the experimental of aerobics course of study interest,ability of autonomic learning and cooperative learning ability,and a healthy lifestyle changes whether there was a significant difference,and through the physical test data to investigate if there is a change of the students’ physical quality.Through the comparative analysis of the data,the following conclusions can be drawn: first,compared with traditional teaching,divided classroom teaching mode is more able to create a safe,harmonious and democratic classroom atmosphere and stimulate students’ learning motivation and interest.Secondly,students’ cooperative learning ability in aerobics courses,such as cooperative emotion,cooperative intention,interpersonal interaction and conflict management,has been significantly improved.Thirdly,the divided classroom teaching mode is conducive to improving students’ autonomous learning ability.Fourth,through the "easy to divide" teaching management platform,teachers can grasp students’ perplexities and difficulties in time,guide and help students to solve their real perplexities and needs,teach students according to their aptitude,learn according to their ability,and make a process evaluation.Fifth,the sub-classroom can be extended to other curriculum application.According to the conclusions,the paper puts forward the following Suggestions: first,actively absorb the advantages of traditional teaching and discussion-based teaching to students’ development as the center,and promote students’ learning interest and motivation,design organization to guide students in cooperative learning,promote students thinking(skill)gradual transition from a lower order to higher order thinking(skills).Develop students’ independent thinking and expression ability.Second,the time structure of class division is relatively speaking,and teachers can adjust according to their own teaching schedule and content.Thirdly,a combination of multiple process evaluation and summative evaluation is adopted.