An Experimental Study Of Diversified Teaching Method In Primary School Football Teaching

The football teaching mode and method in some primary schools in our country are relatively simple,which is easy to cause students to lose interest in football learning,thus affecting the purpose and effect of football teaching.The diversified teaching method integrates language,image and practice,which is suitable for primary school football teaching.This paper applies diversified teaching method to primary school football teaching and compares it with traditional teaching method,aiming to explore the feasibility and teaching effect of diversified teaching method on the ground,and further enrich the theoretical research and practical experience of diversified teaching method in primary school football teaching.It is of great significance to explore a new direction for primary school football teaching,arouse primary school students’ interest in football and popularize football.This study applies expert interview method,experimental method,questionnaire survey method,mathematical statistics methods.firstly summarizes the theory and concept of diversified teaching method,and clarifies the implementation principles and key points of diversified teaching method.Secondly,it summarizes the theoretical research and practice status of diversified teaching methods in various disciplines and sports projects at home and abroad.Then,according to the interview results of experts and combined with the characteristics of primary school football teaching,determine the teaching content,teaching plan,test items and evaluation dimensions of the experiment,design and implement the football teaching experiment of diversified teaching method and traditional teaching method.The results are as follows:students in the experimental group scored an average of 1.85 seconds faster on the ball sense than those in the control group（P<0.05）,the average dribble time was 1.43 seconds faster（P<0.05）,the average score of kicking accuracy was 0.95 points higher（P<0.01）,2.94 seconds faster than the control group（P<0.05）,the statistical differences were significant;The football participation degree of the experimental group was0.48 points higher than that of the control group（P<0.01）,football learning enthusiasm was0.54 points higher than the control group（P<0.01）,the attention to football was 0.41 points higher than the control group（P<0.05）,the negative attitude to football learning was 0.40 points lower than that of the control group（P<0.01）,the statistical difference was significant.The self-confidence of the experimental group was 0.74 points higher than that of the control group（P<0.01）and 0.45 points higher than the control group（P<0.05）,the cooperative spirit was 0.84 points higher than the control group（P<0.01）,the statistical difference was significant.Compared with the control group,the experimental group scored 0.72 points on the teaching method（P<0.01）,the teaching process was higher than the control group 0.63points（P<0.01）,the subject atmosphere was 0.63 points higher than the control group(（P<0.01）,the learning effect was 0.88 points higher than the control group(（P<0.01）,the difference was significant.It shows that the diversified teaching method has certain advantages in improving football skills,football interest,non-intelligence factors and teaching evaluation.The diversified teaching method gives the following suggestions in the teaching of primary school football: the diversified teaching method is feasible in the teaching of primary school football,and it can be tried to be popularized and applied in the teaching of other sports projects;the diversified teaching method not only pays attention to the students’ football It also pays attention to the development of students’ non-intellectual factors,and infiltrates the comprehensive evaluation of students into every link of teaching.It should be noted that the diversified teaching method requires teachers to choose the appropriate method according to the teaching content in the teaching process,rather than simply imitating the diversified teaching method of other projects.