Research On The Examination And Evaluation Of Badminton Special Course Of Physical Education Major In Colleges And Universities In Guangxi

Under the background of building a strong sports country and a healthy China,the rapid development of school physical education in the new era requires the participation of a large number of sports professionals,and also puts forward higher requirements for physical education teachers.With the support of national policies,physical education has been developing towards specialized teaching.Badminton has always been the examination project of Guangxi middle school entrance examination and college entrance examination.Badminton in Guangxi has a strong mass base and many sports events.This requires Guangxi badminton professionals not only to have rich theoretical knowledge and a good skill level,but also to have comprehensive abilities such as teaching and training,organizing and arranging competitions and on-the-spot sanctions.College physical education major is the main force to train excellent physical education teachers.There are some problems in the assessment and evaluation of badminton courses of college physical education major,such as emphasizing technology and neglecting ability,which is not conducive to the cultivation of students’ comprehensive ability.Therefore,the assessment and evaluation of the special badminton courses of physical education majors in colleges and universities need to be further improved.Taking the assessment and evaluation of badminton special course of physical education major in Colleges and universities in Guangxi as the research object,this paper uses the methods of literature,questionnaire,interview,Delphi and mathematical statistics.Through the investigation of the current situation of badminton assessment and evaluation of physical education major in Colleges and universities in Guangxi,the problems existing in the assessment and evaluation system are found out,and the countermeasures are put forward.In view of these problems,this paper improves the badminton assessment and evaluation indicators of the physical education major in Colleges and universities in Guangxi.After three rounds of expert consultation,the Delphi method was used to determine the assessment and evaluation indicators and weight coefficients of the special badminton course.The corresponding improvement countermeasures were proposed in combination with the new assessment and evaluation indicators.The conclusions of this study are as follows:1.There are differences between teachers and students in their perceptions of assessment and evaluation.Students’ awareness of the importance of assessment is slightly lower than that of teachers.Teachers and students’ understanding of the role of assessment and evaluation is not comprehensive enough.2.Lack of assessment content for health knowledge,and lack of attention to tactical assessment content.Special physical fitness assessment is not enough,and comprehensive practice ability assessment content is not comprehensive enough.Lack of assessment content for students’ progress,and lack of ideological and political elements of the assessment content.3.College assessment is mainly based on final evaluation,low participation in process evaluation,the main body of evaluation is teachers.The participation of students is low,students’ satisfaction with assessment and evaluation standards is not high,and most students hope to improve the current assessment and evaluation.4.In view of the above problems,the assessment and evaluation of badminton special courses of physical education major in Colleges and universities in Guangxi has been formulated,including 5 assessment indicators at the first level,16 assessment indicators at the second level and 66 assessment indicators at the third level.After three rounds of expert consultation,5 primary indicators,15 secondary indicators and 58 tertiary indicators are finally determined.Finally,the weight coefficient of the determined indicators is analyzed.5.In view of the above problems,the following perfect countermeasures are proposed: integrate into the curriculum ideology and enhance ideological awareness;enrich the content of the assessment and enhance comprehensive ability;pay attention to individual differences and improve assessment standards;change the assessment method and strengthen the learning effect;increase the evaluation subject and improve the evaluation results.