Application Of Structured Teaching In Junior High School Basketball Teaching

In 2022,the Ministry of Education issued the "Curriculum Standards for Physical Education and Health in the Period of Compulsory Education",requiring the seventh grade to carry out the teaching of basic sports technology,starting from the eighth grade to learn special sports,and the junior middle school to learn 1-2 special sports.The curriculum reform is bound to reform the teaching methods,so it is possible to apply structured teaching to the teaching of physical education.Therefore,this study takes the application of structured teaching in junior high school basketball teaching as the research object,and takes 80 classes in Grade 8 of Zhengzhou Rotary Foreign Language Middle School as the experimental object to explore the basketball teaching strategies in the compulsory education stage,with healthy behavior and sports ability,Guided by the three core qualities of sports morality,this paper studies the design of structured teaching of basketball class in Grade 8 of junior high school.It has been applied to teaching practice,and relevant tests have been carried out through 9 weeks of basketball practice teaching.The conclusions are as follows:1.In this study,the traditional teaching method is mainly teachers’ teaching.The teaching content is presented by reviewing the technical actions of the previous lesson,learning the new technical actions of this lesson,and paying attention to the teaching of single technical actions.The structured teaching method is teacher-led and student-centered.A class is taught in a variety of technologies,with group competitions or demonstrations,and comments,guidance and feedback;The design of structured teaching focuses on the strategy of structured+hierarchical teaching in the semester teaching design,and adopts the strategy of structured teaching+situational teaching,or structured teaching+problem chain teaching in the classroom teaching,and uses multimedia technology to develop students’ self-learning ability.2.In terms of sports interest: there was a significant difference between the control group and the experimental group in terms of sports learning interest before the experiment(P;There was also a significant difference in boys’ interest in sports learning in the experimental group(P=0.01 for boys and P=0.26 for girls)(P<0.05);However,there was no significant difference in sports interest between boys and girls in the control group(P=0.057 for boys and P=0.29 for girls)(P>0.05).This shows that the experimental class using structured teaching has significant differences in boys’ interest in physical education learning,but has no significant impact on girls.3.In terms of physical quality: there was no significant difference between the experimental group and the control group in terms of physical quality before and after the experiment(P>0.05);There was no significant difference between the experimental group and the control group(P>0.05);The control group(P>0.05).This shows that the improvement of physical quality of the experimental class using structured teaching is not obvious.4.In terms of basketball technology: for basketball shooting and basketball dribbling around the trunk,there was significant difference between boys and girls in the control group and the experimental group before the experiment(boys dribbling P=0.82,shooting P=0.90,girls dribbling P=0.71,shooting P=0.85)and after the experiment(boys dribbling P=0.03,shooting P=0.03,girls dribbling P=0.04,shooting P=0.01)(P<0.05);In the experimental group,there was significant difference between boys and girls in basketball shooting(boys shooting P=0.01,girls shooting P=0.01),basketball dribbling around the trunk(boys dribbling P=0.01,girls dribbling P=0.01)(P<0.05);In the control group,there was no significant difference between boys and girls in basketball shooting(boys shooting P=0.056,girls shooting P=0.83)and basketball dribbling around the trunk(boys dribbling P=0.09,girls dribbling P=0.19)(P>0.05).This shows that the students in the experimental class have made more significant progress in dribbling around the pole and basketball shooting by using the structured teaching method.5.In terms of display and competition: there is a significant difference between the control group and the experimental group in terms of competition ability(P=0.88 for boys and P=0.74 for girls)and after the experiment(P=0.04 for boys and P=0.04 for girls)(P<0.05).There was also significant difference in the competition ability of male and female students in the experimental group(P=0.01 for boys and P=0.01 for girls)(P<0.05),while there was no significant difference in the competition ability of male and female students in the control group(P=0.30 for boys and P=0.18 for girls)(P>0.05).It shows that the use of structured teaching mode in basketball teaching can significantly improve the game ability.Compared with the control class of traditional teaching mode,the experimental class has better basketball game ability.The above research shows that the structured teaching method has obvious teaching effect in basketball teaching,which can stimulate students’ internal motivation to learn,improve their interest in sports,have obvious effect on rapidly improving sports skills,and have more advantages for cultivating students’ lifelong sports ability.In addition,there are more opportunities for students to interact with each other and solve practical problems in structured teaching,which can better cultivate students’ problem-solving ability.In view of this,it is suggested that middle school physical education teachers should adopt various teaching methods in physical education teaching,put structured teaching into practice,better promote students’ learning results,stimulate students’ enthusiasm for technology learning,and improve their ability to use skills in practice.