| In recent years,campus soccer has become popular nationwide and sought after by the majority of young students,but the relative number of soccer teachers has also become increasingly scarce.Along with the continuous development of campus soccer sport,the soccer program is also gaining more and more attention from the physical education students in colleges and universities.As one of the sources of soccer teacher delivery,colleges and universities bear a significant responsibility.At this stage,soccer class has become a compulsory course for physical education students in physical education colleges of major universities.As a special group,physical education students should not only improve their own theoretical level of soccer teaching and technical level of soccer,but also train them to have the ability to teach and train soccer in primary and secondary schools.In order to make these students better participate in the future football teaching,it is necessary to choose appropriate football teaching methods according to the actual situation of students.In this study,students in two classes of the general soccer course of Binzhou College Class 2019 were taken as the experimental subjects,and the teaching experiments of 18 weeks and 36 hours were conducted in the general soccer course of the two classes using the task-driven teaching method based on stratification and the traditional teaching method respectively,and the results of various data from the two classes were collected and analyzed through the use of questionnaires,mathematical and statistical methods,expert interviews and experimental methods,and the following conclusions were drawn.1.Using the task-driven teaching method based on stratification in the teaching of soccer for physical education students in colleges and universities can improve effectively increase their interest in soccer learning.In the five indicators of football learning interest,there was no significant difference in the passivity index between the experimental group and the control group after the experiment,P>0.05.and there was significant difference in4 indicators such as after-school activities,P<0.05.The results showed that the task-driven teaching method based on stratification has more advantages than the traditional teaching method in the improvement of students’ soccer learning interest.2.Using the tier-based task-driven teaching method in teaching soccer to physical education students in colleges and universities,students’ soccer skill level will be significantly improved.According to experimental data,after the experiment,there was a significant difference between the experimental group and the control group in all five interest criteria types,P<0.05.Thus,a hierarchical,task-driven teaching approach was superior to traditional teaching methods in improving the basic skills of football.3.Based on the experimental results show that the tiered task-driven teaching method and the traditional teaching method in football teaching,to a certain extent,improve the level of students’ football skills,but the task-driven teaching method is based on the tiered experimental classes and grades,can improve students’ football skills to a certain extent,the greater the range of students’ football skills,the better the results,the more prominent the initiative of experimental learning,and the more motivated students.4.Through two groups of experimental teaching,it was found that using the tier-based task-driven teaching method in college soccer teaching could more effectively improve students’ independent inquiry and cooperative learning ability,and help to promote the relationship among students.In the task completion stage,students faced difficulties together and found solutions to problems,and students’ recognition of the tier-based task-driven teaching method was stronger. |
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