Experimental Research On TPSR Mode In Wushu Course For Physical Education Majors

In order to build a well-off society in an all-round way and realize the great rejuvenation of the Chinese nation,the state clearly proposes to cultivate new people of the times who shoulder the great task of rejuvenating the Chinese nation and adhere to the fundamental task of Building Morality and cultivating people.The responsibility cultivation and moral character shaping of college students are of great significance for cultivating social masters,builders and successors with all-round development of morality,intelligence,physique,beauty and labor.At present,Wushu general course is a professional compulsory course of physical education specialty.Physical education specialty trains a large number of reserve talents for the development of physical education.Therefore,the application of TPSR mode（personal and social responsibility teaching mode）in Wushu general course of physical education specialty is conducive to cultivating students’ personal and social responsibility and shaping students’ good morality of respect,self-guidance,motivation,care,cooperation and migration.This study takes the students of class 1 and class 5 of 2020 physical education major of Guang Xi University as the experimental object,and carries out the martial arts teaching experiment of TPSR mode（personal and social responsibility teaching mode）and conventional mode for one semester respectively.Using the research methods of literature,expert interview,questionnaire survey and mathematical statistics,the teaching experiment design is carried out according to the five responsibility levels of TPSR model（personal and social responsibility teaching model）,which can promote students’ respect,motivation,self-guidance,care,cooperation and transfer.Before and after the experiment,the martial arts skill scores,theoretical scores,peacetime scores,cognition and interest in martial arts Responsibility and other aspects of comparative analysis in order to find the advantages and disadvantages of the two teaching modes in the classroom application,and put forward targeted suggestions,so as to provide a reference theoretical basis for the reform of Wushu general course of physical education specialty.At the same time,when writing the paper,this paper clearly states the important links such as the experimental process and teaching steps,in order to achieve the repeatability of teaching experiments,which is of certain practical significance to further promote the optimization of Wushu general course teaching and shape students’ personal and social responsibilities.In the teaching of Wushu general course,TPSR mode and conventional teaching mode are used respectively.Through the data analysis of the teaching experimental results of the experimental class and the control class,the following experimental conclusions are drawn:1)There are significant differences in the mastery of Wushu routine skills between the two classes.In the experiment and after the experiment,the Wushu routine skills of the students in the experimental class were tested,and the average score of the students in the experimental class was better than that in the control class.2)There are significant differences in the evaluation of students’ theoretical performance between the two classes.After the experiment,there are significant differences between the two classes in completing the comprehensive,understanding and expanding Wushu practice and understanding,but there are no significant differences in the three types of memorizing nouns,short answers and referee knowledge.Because the Wushu theory examination includes many types of questions,there are significant differences in the final scores of the two classes.3)There are significant differences in the evaluation of students’ usual performance between the two classes,which is reflected in the scoring of students’ usual attendance,students on duty taking exercises,students’ enthusiasm for practice in class,stage test scores and bonus points,after-school learning goal setting and video homework.The students’ usual performance of the experimental class is better than that of the control class.4)There is no significant difference in students’ cognition and interest in Wushu between the two classes.Through the analysis of the questionnaire of the two classes of students in Wushu cognition and interest after the experiment,it shows that there is no significant difference.The reason why there is no significant difference in Wushu cognition and interest is that both TPSR mode and conventional Wushu teaching mode pay attention to the cultivation of students’ abilities in cognition,memory and interest.5)There are significant differences in the cultivation of responsibility goals between the two classes.The setting of students’ goals in the experimental class is clearer than that in the control class.The questionnaire analysis found that there were significant differences in motivation between the two classes after the experiment,and there were highly significant differences in goals at the four levels of respect,self-guidance,care and cooperation and migration.The reason for the significant difference in the cultivation of objectives is that the teaching objectives of TPSR model add responsibility objectives in addition to cognitive,skill and emotional objectives,and take responsibility objectives as an important link in teaching.In Wushu teaching,teachers pay attention to the integration of responsibility objectives;Students in the experimental class have a clearer understanding of themselves through goal setting.6)The conventional teaching mode focuses on the cultivation of skills and physique,and pays attention to the cultivation of skills,physical fitness,cognition and memory ability,but it has the problem of weak shaping of responsibility and morality.The implementation of the conventional teaching mode to deal with the current curriculum teaching reform is slightly weak;Teaching experiments show that TPSR model plays a positive role in shaping the morality of respect,motivation,self-guidance,care and cooperation,and transfer responsibility.According to the teaching experiment results,it is proposed that the reasonable integration of the two teaching modes will be more conducive to the improvement of students’ skills and the cultivation of responsibility goals;Strengthening communication with students is more conducive to the realization of the five responsibility objectives of respect,motivation,cooperation,self-guidance and transfer;Small class teaching is convenient for students’ communication and more conducive to classroom control;Timely adjust teaching methods and means according to the actual situation of students,learn to understand students,use a variety of teaching methods in teaching,and realize the diversification of teaching methods;Set up a study group,give play to the leading role of the group leader,and let students provide one-to-one assistance,which is conducive to the cultivation of students’ cooperative spirit.