Experimental Study On The Effect Of Heterogeneous Grouping Teaching In Table Tennis Course For Female Students In Higher Vocational Colleges

Research purposes:Higher vocational college students have different contact time with table tennis,the degree of professional training and the different cognitive ability of table tennis,which leads to the problem of large differences in the students’ own abilities in table tennis teaching.Therefore,this study conducted 16 weeks of experimental interventions focusing on different teaching methods for the above problems,and analyzed the impact of different methods on the physical fitness,table tennis skill level,and psychology of students in higher vocational colleges in order to test the heterogeneity Which of the group teaching method and the traditional teaching method is better than the development of table tennis in higher vocational colleges,provides a theoretical reference for the development of table tennis in colleges and universities in the future.Research objects and methods:In this paper,36 students in the female table tennis option class of Xi’an Vocational and Technical College are selected as the experimental objects.According to the students’ height,weight,age and training years,the students are randomly assigned to a group of 18,which are the experimental group and the control group,2per week.A total of 16 weeks of training.Using literature data method,questionnaire survey method,mathematical statistics method,logical analysis method and experimental method to determine the physical fitness of the subjects before and after the training sit-ups,50 meters,table tennis technique forehand attack,backhand push,left push and right attack It is compared with the backhand rubbing the ball,as well as the psychological index table tennis learning interest and table tennis learning motivation and other indicators before and after comparative analysis.Research result:1.After 16 weeks of training,there was a significant difference in the physical fitness of the students in the experimental group,the results of sit-ups and the50-meter test P<0.05,and the results of the control group students’ physical fitness of the crunches P<0.05 showed a significant difference,50 There is no significant difference in the results of the rice test P>0.05.2.After 16 weeks of training,the experimental group of students in table tennis technique forehand attack,backhand push,left push,right attack and backhand rubbing,the test results P<0.05 showed significant differences.The control group students’ table tennis skill level There is no significant difference between the test results of forehand attack and backhand push and block P>0.05,and the test results of left push,right attack and backhand rubbing have significant difference P<0.05.3.After 16 weeks of training,the test results of the experimental group’s psychological indicators of learning interest and learning motivation P<0.05 have significant differences,and the psychological indicators of the control group have no significant differences in the results of the psychological indicators learning interest and learning motivation P>0.05.Analysis conclusion:1.In terms of the physical fitness of students,we can see from the experimental data that the physical fitness of the experimental group is significantly higher than that of the control group,which shows that the heterogeneous grouping teaching method is beneficial to the improvement of the physical fitness of the students.2.In terms of table tennis technology,it can be seen from the data that both teaching methods are conducive to the development of students’ table tennis skills,but in general,the students in the experimental group have improved their skills more significantly.This shows that the heterogeneous grouping teaching method can improve students’ table tennis skills and improve classroom efficiency.3.In terms of psychology,the heterogeneous grouping teaching method is effective in table tennis optional courses in higher vocational colleges,and this method can improve students’ consciousness and initiative in learning,and improve students’ ability in table tennis classes.Participation is conducive to stimulating students’ motivation and interest in learning table tennis.