Research On The Application Of Situational Teaching Method In Primary School Badminton Teaching

Objective: With the continuous enhancement of the comprehensive strength of badminton in China,badminton has gradually entered the primary school campus.Situational teaching method is a teaching method that helps to better accomplish the teaching objectives and improve students’ interest in learning by creating vivid,vivid and interesting teaching scenes consistent with the teaching content.However,at present,there is no relevant research on the application of situational teaching method to badminton teaching in primary schools.Based on this,this study combines situational teaching method with badminton teaching in primary schools,studies its application methods and effects,provides some practical experience,and enriches badminton teaching methods in primary schools.Methods: With literature review,questionnaire survey,expert interview,mathematical statistics and experiment as the main research methods,40 primary school students in the badminton interest class of Dongchang Road Primary School in Liaocheng City were randomly divided into control group and experimental group with equal numbers.Through consulting literature and consulting experts’ opinions,three test indexes of badminton technology,three test indexes of physical quality and the evaluation scale of badminton learning interest are selected as the test indexes of this study.Before the experiment,the badminton skills,physical fitness and the basic situation of the subjects were tested.The P values of all data in the experimental group and the control group were greater than 0.05,and there was no significant difference,so they could be used as subjects of the same level for experimental comparison.The experimental period is 16 weeks,and the two groups have two classes each week.After the experimental period,the experimental group and the control group are tested after the experiment,and the intra-group and inter-group analysis is carried out to compare the differences between the two groups in badminton skills,physical fitness and badminton learning interest.Results:(1)Test results of badminton skills after the experiment: There are significant differences between the experimental group and the control group in three test scores compared with those before the experiment(P < 0.01);Compared with the control group,the experimental group’s three test scores improved more greatly and the difference was significant.(2)Physical fitness test results after the experiment: compared with those before the experiment,the three test indexes of the experimental group were all improved with significant differences,while the three test indexes of the control group were all improved with significant differences in two of them;After the experiment,the three indexes of the experimental group increased more than those of the control group,and two of them had significant differences.(3)After the experiment,badminton learning interest:After the experiment,the scores of four dimensions of badminton learning interest in the experimental group were higher than those in the control group,and the difference was significant.Conclusion:(1)Situational teaching method and traditional teaching method can improve the badminton skills of the subjects,but situational teaching method is better than traditional teaching method.(2)Situational teaching method and traditional teaching method can improve the physical quality of experimental subjects,but situational teaching method is better than traditional teaching method.(3)Situational teaching method can significantly improve the interest in badminton learning,which is manifested in high degree of sports participation,active interest in learning and awareness of autonomous learning.