Experimental Research On Dynamic Stratified Teaching Model In Aerobics Teaching In Physical Education Colleges

As an important part of China’s higher education,physical education colleges and universities undertake the important task of students’ healthy growth and coordinated development of body and mind.With the continuous progress of curriculum reform,it is required that teaching should fully follow the laws of students’ physical and mental development,pay attention to students’ interests and needs,and mobilize students’ enthusiasm for learning.However,at present,the teaching method of aerobics teaching in physical education colleges and universities is still dominated by class teaching system.Although it can generally meet the learning needs of ordinary students,it can not improve the phenomenon of "not enough to eat" and "unable to eat" because of individual differences in the classroom.Therefore,this study proposes to apply dynamic stratified teaching model to aerobics teaching in physical education colleges,and analyzes whether dynamic stratified teaching model can solve the existing problems in aerobics teaching through comparative experiments with traditional teaching model.This study adopts the research methods of literature review,interview,questionnaire,experiment and mathematical statistics,etc.Starting from the actual situation,based on the theoretical basis,experimental design process and research results of the dynamic stratified teaching model of predecessors,taking Class 1,Class1,Dance Performance Major,Grade 2022 in Xi’ an physical education university as the experimental group,and Class 2,Class 1 as the control group,it has carried out a16-week 32-hour teaching experiment.Before and after the experiment,the knowledge,ability level and personality characteristics of the two groups of students were measured to verify the effect of dynamic stratified teaching model.The results of the study: 1.In terms of knowledge,after the experiment,the average knowledge of the students in the experimental group and the control group was 73.79 and 67.29,respectively,P=0.023(P<0.05),indicating that there was a significant difference in knowledge between the students in the experimental group and the control group,and the students in the experimental group were more proficient in aerobics knowledge than the students in the control group.2.In terms of ability level,after the experiment,the P values of vital capacity,sitting forward flexion,standing long jump,one minute supine rise(female)/pull up(male)of student movement in the experimental group and the control group were 0.754,0.626,0.898 and 0.756 respectively,all of which were>0.05,indicating that there was no significant difference in the exercise ability between the experimental group and the control group after the experiment;The dynamic stratified teaching model has the same effect as traditional teaching mode in terms of sports ability.After the experiment,the P value of the special ability of the experimental group and the control group is less than 0.05,which indicates that there is a significant difference in the special ability of aerobics between the two groups of students.The dynamic stratified teaching model has certain advantages in improving the special ability of aerobics.3.In terms of personality traits,the average confidence values of the experimental group and the control group students after the experiment were 87.64 and 97.43,and the average learning motivation values were 89.57 and 89.29.The confidence and learning motivation test indicators P values of the two groups of students were both<0.05,indicating significant differences.4.Among the 13 questions in the teaching mode evaluation questionnaire,the experimental group generally had a relatively high proportion of students who strongly agreed,all of which were above85%,while the proportion of students who disagreed and completely disagreed was relatively small.Overall,students showed a satisfactory state with the dynamic stratified teaching model.Research conclusions:1.The dynamic stratified teaching model has a more significant effect on improving students’ knowledge.2.The dynamic stratified teaching model and the traditional teaching model have the same effect in improving student movement ’sports ability;Both dynamic stratified teaching model and traditional teaching mode can significantly improve students’ specialized abilities,but dynamic stratified teaching model is more in line with students’ physical and mental development characteristics,and is more conducive to improving students’ specialized abilities.3.The dynamic stratified teaching model has a more significant effect on improving students’ personality characteristics.4.Students have a better evaluation of the dynamic stratified teaching model,believing that this model can have a clearer understanding of their own strengths and weaknesses,making their learning goals more clear.