Experimental Research On "double Points" Teaching Method In Football Teaching In Higher Vocational Colleges

At present,the country will vigorously develop technical talents,but higher vocational colleges as the front line of training technical talents,the teaching method has been using traditional teaching methods,teaching methods obsolete,teaching reform is imperative,need to find more suitable for students to learn the teaching method.The research purpose of this paper is to explore whether the "double points" teaching method can be better than the traditional teaching method in the teaching effect of football in higher vocational colleges,whether it can let more students better grasp the football technology.The theoretical significance of this paper is to combine the "double points" teaching method with football classroom teaching in higher vocational colleges,which is an innovation of football teaching methods.The practical significance is that students can get targeted guidance from teachers through stratification,and teachers can fully teach students in accordance with their aptitude.Through group cooperation,students can exchange opinions,learn from each other,improve their football skills,improve their interest in class,and promote their love of football.This paper makes use of literature,questionnaire,expert interview,experiment and mathematical statistics,and finds that "double points" teaching method is a new teaching method which combines stratified teaching with group teaching.Based on the "double division" teaching method in higher vocational college football teaching as the research object,the application of professional sports students in higher vocational colleges as experimental object,the "double division" teaching method with the traditional teaching method were applied to two classes teaching,the final testing students four football technology,on the issue of teaching satisfaction questionnaire.T test was carried out on the post-test scores of the experimental group and the control group.There was significant difference in rod winding technique（P < 0.05）.There was significant difference in kicking high and long ball（P < 0.05）.P > 0.05 had no significant difference in front shot technique of instep.The total score of the post-test（P < 0.01）was significantly different.92.4% of the students in the experimental group were satisfied with the "two-point" teaching method,while 5.8% were dissatisfied.Finally,the following conclusions are drawn:（1）through the comparative analysis of the data of ball beating,rod winding and high and long ball kicking after the experiment,it can be seen that the "two-point" teaching method can effectively improve the technical level of students in technical sports.（2）There is no obvious difference in the teaching effect of "two-point" teaching method in the front shooting technology of instep,but it does not show that "two-point" teaching method does not have advantages.（3）The data comparison of students’ total scores after the experiment shows that in the skill oriented teaching,it has obvious teaching advantages and can improve the current situation of unsatisfactory teaching effect in higher vocational colleges.（4）The data from the questionnaire of "two-point" teaching method shows that "two-point" teaching method can satisfy the vast majority of students.According to the conclusion,the following suggestions are given:（1）when teaching students’ motor skills,different levels of teaching should be treated differently for students at different levels.（2）Interest is the driving force of students in class.Some interesting,competitive and cooperative teaching methods are integrated into classroom teaching.（3）The research shows that the teaching effect is more obvious in the skill oriented teaching,and this teaching method can provide more teaching ideas for the teaching of other higher vocational colleges and universities.（4）Applying the "two-point" teaching method to football teaching is a relatively novel teaching mode exploration.Teachers urge the mutual assistance between group students in the classroom and use the mutual assistance between students to make up for the lack of interaction between teachers and students.