Experimental Research On Pbl Teaching Method In Cheerleading Teaching In Higher Vocational Colleges

Cheerleading has became one of the most popular sports project,which has developed rapidly in China and attracted wide attention among ordinary people.There are increasing universities have been trying to add cheerleading into sports lessons,but the traditional teaching formation and method could not be satisfy with the need of modern classes.Chinese experts and scholars have also made a lot of exploration and attempt to use the methods in cheerleading teaching,and new teaching modes and methods are pouring in.For example,multimedia teaching,cooperative learning,asynchronous teaching,imagery training,flipped classroom teaching mode and so on.How to reflect the student-centered teaching principle during the class,how to choose effective teaching mode according to the individual differences,so that students could not only show themselves,experience the fun,but also they could achieve the purpose of physical fitness.All of above are the problem facing all PE teachers today.PBL teaching method is a problem-oriented teaching method that emphasizes students as the main body.It changes the situation that students passively accept knowledge.Within a good learning atmosphere made by teachers,students could get involved in the real problem situation.The purpose of PBL is to guide students to actively explore and discover problems,cultivate students’ ability of independent learning,group cooperation and problem solving,and make students become the real masters of the class.This paper uses the literature material method,expert interview,questionnaire,teaching experiment and mathematical statistics,selecting 60 experimental group and control group respectively from Hunan University of environmental and biology cheerleading.Before the trial of two groups students on related basic situation investigation,in the two groups of students do not exist significant difference under the situation of teaching experiment for 12 weeks.The experimental group adopted PBL teaching method,while the control group adopted traditional teaching method.The study shows that the experimental group students are better than the control group in learning ability and teaching effect.The research conclusions are as following:1.Through the teaching experiment,it is found that PBL teaching method can make students more active in the classroom teaching process.Teachers can help students enhance the initiative of independent thinking and find solutions by creating scenarios to design attractive problems,which can not only make students feel fun in the process of learning cheerleading,but also help students build self-confidence.2.PBL teaching method takes the group as the unit,in a good learning atmosphere,the group members come up with solutions through communication,discussion and continuous practice,which improves the classroom efficiency.Through the experimental comparison,the two groups of students in communication and cooperation and problem-solving ability has significant difference.PBL teaching method can better strengthen the communication and cooperation between students,and cultivate students’ ability to solve problems.3.In the professional level of cheerleading,through the experimental comparison,the theoretical knowledge and complete set of movements of the experimental group are significantly better than those of the control group.In the same time,the experimental group can better deduce,summarize and summarize the existing knowledge and new knowledge,and better grasp the key and difficult points of movements,which shows that PBL teaching method can better improve students’ professional ability Industry level.4.In the aspect of teaching implementation attitude,the experimental group students’ attitude to the implementation of teaching methods is significantly better than that of the control group students,there is a significant difference between the two groups,students prefer PBL teaching method,compared with the traditional teaching method,PBL teaching method is more able to meet students’ learning needs,and is recognized and loved by students.