Experimental Research On The Influence Of Situational Teaching Mode On The Effective Teaching Of Physical Fitness Module

In recent years,physical fitness has become a hot topic in physical education teaching,and has been paid more and more attention.At the end of 2017,the Ministry of Education issued the Curriculum Standard for Physical Education and Health in Ordinary Senior High Schools(2017Edition),which came into effect in the autumn of 2018.Physical fitness module was added as a compulsory and compulsory content of physical education and health courses in senior high schools.Therefore,physical fitness module is of great significance in the teaching of physical education and health courses in senior high schools.On the basis of certain theories,this paper introduces situational teaching mode to design and implement physical fitness module teaching,which can provide beneficial reference for promoting the practice of curriculum standards and for high school physical education and health courses.In this study,the teaching experiment of situational teaching mode in physical fitness module is taken as the research object,and the research methods such as literature review,expert interview,questionnaire survey,mathematical statistics and teaching experiment are used.Two classes of senior one in two campuses of Ganzhou No.3 Middle School are taken as experimental objects,and one class is randomly selected as the experimental group and the other as the control group.Through the teaching experiment,taking the physical learning interest level scale,national students’ physical health index test and physical module credit evaluation as teaching evaluation means,the collected questionnaires and experimental data are sorted and analyzed,the teaching experiment results are summarized,and the final conclusion is drawn.Before the experiment,the experimental group and control class of Ganzhou No.3 middle school(Zanxian Road campus)and No.3 middle school(Yangming Campus)conducted independent sample t-test on the physical fitness test results and the questionnaire results of physical fitness learning interest level of the experimental group and the control group of the two schools before the experiment,and there was no significant difference(P>0.05).According to the development characteristics and rules of senior high school students and the teaching content requirements of new Curriculum Standards(2017).Research results: Before the experiment,there was no significant difference between the results of physical fitness test and questionnaire survey of interest level in physical learning between the experimental group and the control group(P>0.05).By analyzing the data before and after the experiment,it is found that the average scores of most physical health indicators of the students in the experimental group and the control group of the two schools are significantly different before and after the experiment(P<0.05).In the interest level of physical training,the average value of the questionnaire survey results of most students in the experimental group of the two schools is significantly different before and after the experiment(P<0.05).There is no significant difference in the average scores of most physical health indicators in the control group.In the physical module credit evaluation,there are significant differences between the experimental group and the control group except the comprehensive evaluation of physical fitness(P<0.05).Among them,the comprehensive evaluation of physical cognition,healthy behavior,sports morality and lottery score in the experimental group of the two schools is obviously better than that in the control group.Research conclusions:(1)Under the requirements of curriculum content,through teaching experiments,it can be seen that situational teaching mode and traditional teaching mode can promote students’ physical fitness development and physical health level as a whole,and have obvious improvement in strength and endurance,but there is no obvious difference in teaching effect between the two teaching modes in physical health level.(2)Compared with the traditional teaching mode,the scores and overall improvement degree of applying situational teaching mode in physical learning interest are more obvious.The application of situational teaching mode enhances students’ interest and experience in learning physical modules,and promotes their autonomy and enthusiasm in learning.(3)The application of situational teaching mode not only promotes students’ interest in physical training and develops students’ physical level,but also has a better influence on physical cognition,healthy behavior,sports spirit and moral character,and effectively promotes the development of core literacy of disciplines.It is suggested that the situation-based teaching mode in the teaching practice of physical fitness module not only makes students pay more attention to physical fitness,but also emphasizes the cultivation of students’ lifelong physical education and lifelong health awareness.Physical fitness module should focus on learning,combine learning with practice,and efficiently link physical fitness module learning with physical fitness practice in each class in other modules,so as to promote motor skills learning.It is also necessary to further strengthen the theoretical knowledge study of physical development and situational teaching,and to promote the practical research of physical module teaching in senior high school physical education and health courses by means of the test of teaching effect evaluation and continuous practice of trial and error.Furthermore,it is necessary to encourage and support PE teachers,improve their professional quality of physical training,and actively participate in physical teaching and research activities inside and outside schools.