| With the development of PE teaching reform,how to change the previous PE teaching mode under the guidance of the concept of quality education and choose a teaching mode that can improve the efficiency of PE classroom teaching and promote the development of students has become an important problem that college PE teachers must face.Scaffolding teaching mode refers to a mode in which teachers help students build a learning framework according to the teaching content and the existing practical ability of students,and then guide students to explore actively and actively according to the questions raised by teachers,and finally enable students to realize the leap-forward ability.The scaffolding teaching mode is in line with the requirements of the concept of quality education.Therefore,the application of the scaffolding teaching mode in the teaching of badminton has not only carried out the new idea of college PE curriculum reform,but also filled the vacancy of the theory in college badminton teaching research.In this study,the scaffolding teaching mode is combined with the teaching of badminton in general courses,and 60 students of 2020 non-sports major badminton in Xi ’an Institute of Physical Education are taken as the experimental objects.After 16 weeks of experiments,the literature method,questionnaire survey method,experimental method and other methods are adopted for the two classes of students.By comparing their physical fitness,basic badminton skills,independent learning ability and interest in sports before and after the experiment,The following conclusions are drawn from the analysis of the research results:（1）After the experiment of applying the scaffolding teaching mode and the traditional education mode in the teaching of non-physical education major badminton,except for the cross quadrant jump（P < 0.05）,the P values of standing long jump,sit-up,return running and badminton throwing are all greater than 0.05,indicating that the overall improvement effect of physical fitness items of the students of the two classes is not obvious.Since physical fitness is a long-term process of gradual improvement,the experiment cycle of 32 class hours is insufficient,so the influence on the overall physical fitness of students is not obvious.（2）The application of scaffolding teaching mode in the teaching of non-physical education badminton courses can improve the teaching efficiency of teachers and help students to quickly and reasonably understand and master the technical actions of badminton forehand serving high and long ball,forehand hitting high and long ball and backhand serving forehand.At the same time,compared with the traditional teaching mode,the effective area score and skill evaluation score of forehand high serve,backhand net serve and forehand high serve are all less than 0.05,indicating that the mastery of badminton technical action is more standardized.（3）in the common course for the non-professional sports badminton teaching in the application of scaffolding instruction model,compared with the traditional teaching mode,in addition to learning environment P values greater than 0.05,all P values were less than 0.05,by changing the classroom teaching mode and the learning method of students,to support and implement in exploration and cooperative learning,alone can stimulate students’ learning motivation,It is beneficial to promote the improvement of students’ independent learning ability.（4）The scaffolding teaching mode was applied in the teaching of non-physical education major badminton courses,and the P values of students’ learning interest were all less than 0.05,showing obvious advantages.It shows that the creation of a situation and the provision of brackets according to the recent development area of students can meet the needs of different students,enhance students’ participation in badminton class,and help stimulate students’ enthusiasm for learning and improve their interest in learning. |
