An Experimental Study Of Maston Reciprocal Teaching Method In High School Basketball Special Teaching

Objective: In order to help students master 1-2 sports skills,meet the needs of different students’ sports interests and form the habit of lifelong sports,the teaching mode of walking class has been implemented in the national high school PE class.In order to give full play to the benefits of class-taking physical education teaching mode,some more perfect and mature teaching methods should be created or introduced in China.As a student-centered teaching method,Maston reciprocal teaching method is quite effective in promoting students’ motor skills,physical quality and emotion.However,the teaching effect of Maston reciprocal teaching method in the classroom teaching mode has not been fully verified.Therefore,in the special teaching mode of high school basketball,this paper discusses the influence of Maston reciprocal teaching method on high school students’ physical quality,sports skills,sports learning interest,emotional expression and spirit of cooperation,in order to provide some new teaching ideas and methods for the special teaching of domestic high school physical education curriculum.Method: Firstly,the literature method was used to sort out and analyze relevant domestic and foreign literatures,such as physical education teaching method,Maston teaching method,Maston reciprocal teaching method and high school sports specialization.Secondly,the influence of Maston reciprocal teaching method and traditional PE teaching method on basketball learning effect of high school students was discussed by experimental method.There are 30 students in experimental class and 30 students in control class.Physical quality evaluation of the national physical health standard(higher)scale,the basketball technical score evaluation assessment scale of China’s basketball training syllabus,sports study interest and the cordiality performance and the cooperation spirit evaluation assessment using high school sports study interest level evaluation scale and high school students affective expression and spirit of cooperation scale.Finally,SPSS26.0 was used to make statistics and analysis of the experimental data,and the pre-test and post-test data of the physical quality,basketball special technology,sports learning interest,affection performance and cooperation spirit of the experimental group and the control group were analyzed.By paired sample T test or cork,symbol will rank test,independent samples T test or the mann-Whitney U before and after the inspection comparison before and after the experimental classes,that in comparative classes and experimental classes and various physical quality level that in comparative classes,special technical score and physical education learning interest in basketball level and the differences of the score of affective expression and spirit of cooperation.Results: 1)In terms of physical education learning interest,the scores of positive interest,negative interest,autonomy and inquiry in the experimental class after intervention were significantly higher than before intervention(P<0.05),and there was no significant difference in the scores of sports participation and attention to sports before and after intervention(P >0.05);The post-test data of the control class only showed significant improvement in positive interest,and there was no significant difference compared with the post-test data of the experimental class(P >0.05).The scores of the other four interest indicators of the control class were significantly lower than those of the experimental class(P<0.05).2)Among the indicators reflecting the teaching effect of the cooperative spirit and the cooperative spirit,there was significant difference in the cooperative spirit test scores before and after the experimental class(P<0.05),but there was no significant difference in the cooperative spirit score(P>0.05);After intervention,the cooperative spirit score of the experimental class was significantly higher than that of the control class(P<0.05),but there was no significant difference in the affective performance score between the two classes(P>0.05).3)After intervention,the two physical indexes of sitting forward and standing long jump in the experimental class were significantly higher than before(P<0.05),but there were no significant differences in the scores of 50 m running,1000 m running and pull-up(P>0.05);There was no significant difference between experimental class and control class in 5 physical fitness index scores(P>0.05).4)Among the three indicators reflecting the teaching effect of special basketball techniques(qualitative),the evaluation scores of comprehensive dribble layup,7-step backward shooting,left-right dribble advanced,underhand and two-handed layup after intervention were significantly higher than before intervention(P<0.05);Among the three indexes reflecting the teaching effect of special basketball techniques(quantitative),the evaluation scores of comprehensive dribble layup,7-step backward shooting,left-right dribble expert,underhand and two-handed layup after intervention were significantly higher than before intervention(P<0.05).In the comparison between groups after intervention,the qualitative score of 7-step backward shooting of the experimental class was significantly higher than that of the control class,and the comprehensive dribble score of the experimental class was significantly higher than that of the control class.Conclusions: 1)Maston reciprocal teaching method can effectively improve students’ interest in PE learning,mainly reflected in the aspects of active interest,negative interest,autonomy and inquiry.2)Maston reciprocal teaching method can effectively improve the cooperative spirit of students,but there is no significant difference between the teaching effect and the traditional teaching method in the expression of affection.3)There is no significant difference between Maston reciprocal teaching method and traditional PE teaching method on students’ physical fitness.4)Maston reciprocal teaching method can effectively improve students’ special basketball skills,mainly reflected in the 7-step backward shooting(qualitative)and the comprehensive dribble(quantitative).