Study On The Effects Of The Application Of "PAD Class" Teaching Mode In Long Jump

With the rapid development of the new era,there is an increasing demand for talents.The training of talents always depends on “teaching” and “learning”.As universities make continuous reform in teaching modes,some new teaching concepts and teaching modes have gradually emerged.The traditional teaching mode focuses on the dominant position of teacher,which is teacher-centered.The ignorance of the main position of students restricts students’ initiative as well as the ability to innovate independently.Especially in the teaching process of physical education,teachers remain to use teaching-demonstration-practice teaching mode.Although most students are expected to master knowledge skills,their thinking logic and language expression are inadequate.In order to make up for this deficiency,the author introduces “PAD class” teaching mode to long jump teaching,intending to explore whether it helps to improve the efficiency of the class.This study mainly adopted methods of documentation,questionnaire,expert interview,experiment and mathematical statistics.In order to explore the application of “PAD class”in track and field teaching of physical education,the difference between the traditional teaching mode and “PAD class” teaching mode in long jump teaching was analyzed by teaching experiments.After the careful analysis of the data collected,the following points were concluded:(1)In terms of the special physical quality,differences between the experimental and control groups exist.The two groups have significant differences in the standing triple jump,while no outstanding difference can be found in the 30-meter acceleration and standing long jump results.Due to the explosiveness of 30-meter accelerated running and standing long jump,the eight-week period of teaching is short,resulting into improvement in the explosive physical quality not obvious.(2)Regarding to the academic performance in the long jump,the two groups share significant differences in the results of technical evaluation,theoretical knowledge and oral test in the long jump,without any significant difference in the distance result.(3)For the interest in sports learning,the significant differences are found between the two groups in learning interest,independent inquiry learning and sports participation,while no significant difference is spotted in sports attention.(4)As to the classroom learning satisfaction,the two groups boast significant differences in teaching atmosphere and content as well as the relationship with classmates,and no significant difference in teachers’ teaching ability,site equipment and performance evaluation.