A Study On The Effectiveness Of PBL Teaching Model In Teaching Badminton Public Physical Education Classes In Universities

General Secretary Xi Jinping’s important speech at the National Education Conference pointed out that the concept of health first should be established to help students have fun,enhance physical fitness,improve their personality and refine their will in physical exercise.In recent years,school sports work guidance documents have been released one after another,in response to student training,physical education reform,social talent transfer and other aspects of the proposed,promote the overall development of students,deepen the reform of school sports teaching,strengthen the construction of high-quality education system and other new requirements.School physical education is a fundamental project to realize the fundamental task of establishing moral education,physical education as one of the important components of school physical education work,improving the quality of physical education,enhancing students’ physical fitness,improving students’ knowledge and skills,and promoting students’ emotional disposition to physical education learning are all issues that need to be addressed by front-line workers in physical education.In view of the above background,this study applies the PBL teaching mode to the public physical education class of badminton in colleges and universities,and investigates the second-year college students to improve the teaching effect through problem-oriented teaching.To this end,this study adopts literature method,expert interview method,questionnaire survey method,and teaching experiment method,aiming to investigate whether there are significant differences between PBL teaching mode and traditional teaching mode in improving students’ physical quality,enhancing badminton cognition and skill level,and promoting emotional disposition of physical education learning.The specific findings of the study are as follows:1 There was no significant difference between PBL teaching mode and traditional teaching mode in improving students’ physical fitness(p>0.05).2 There is a significant difference between PBL teaching mode and traditional teaching mode in improving students’ badminton cognitive level(p<0.01).3 There is a significant difference between PBL teaching mode and traditional teaching mode in improving students’ badminton skill level(p<0.01).4 There is a significant difference between PBL teaching mode and traditional teaching mode in promoting students’ emotional disposition towards physical education learning(p<0.01).Based on the above findings,the following conclusions were drawn from the study:1.The PBL teaching mode has no obvious advantages in improving the physical quality of students.2.The PBL teaching mode can more effectively improve the cognitive level of students’ badminton related theories.3.The PBL teaching model can more effectively promote students’ emotional disposition to physical education learning.4.PBL teaching mode is more effective in motivating students to understand the mastery of badminton technology,improve the efficiency of classroom technical practice.Research recommendations:1.Emphasis is placed on teaching students scientific physical exercise methods,approaches and awareness,and developing students’ ability to do physical exercise independently and scientifically.2.Teachers strengthen relevant theoretical learning,innovative theory to guide practice,and then proficiently use PBL teaching mode for physical education.3.Strengthen teacher-student communication and student-student communication,optimize cooperative team learning,further improve students’ cooperative inquiry learning ability,encourage students to dare to ask questions in class,and cultivate students’ divergent thinking.4.Innovative problem situations to enhance comprehension learning of techniques.Create problem situations according to the important and difficult points of the technology,and optimize the problem situations according to the existing level of students,pointing to the development level to further strengthen students’ comprehension learning related to technical actions.