| Since China successfully applied to host the 2022 Winter Olympics,the momentum of ice and snow sports on campus has become increasingly strong.The country has mobilized more and more students to participate in ice and snow sports.Currently,dry land ice hockey has been carried out in multiple primary and secondary schools in 14 provinces,with a strong development momentum.With the continuous reform of quality education in China,education should focus on the comprehensive development of students’ physical and mental health.However,traditional teaching methods are still used in the current development of dry land ice hockey in middle school classrooms,which has led to some students having low interest in dry land ice hockey and a weak desire to learn.During the class,problems such as short practice time,weak skill mastery,poor team awareness,and poor competition experience have seriously affected the teaching effectiveness of dry land ice hockey classes.The small team teaching model can greatly stimulate students’ interest in learning,stimulate their enthusiasm for learning,and fully unleash their cohesion and sense of responsibility,which is very in line with the characteristics of unity and cooperation in dry land ice hockey.This article aims to use the small team teaching model to carry out the teaching of dry land ice hockey in physical education classrooms,improve the problem of reduced learning interest caused by students’ short learning time and weak skill mastery in teaching,and provide reference for the better development of dry land ice hockey in middle school physical education classes.This study adopts research methods such as literature review,expert interviews,testing,and experimentation.The first grade students of Southeast Experimental High School in Shijiazhuang City were selected as the experimental subjects,and two natural classes were randomly selected,divided into experimental and control classes,with 54 students in each class.Among them,there are 29 male students and 25 female students in the experimental class;There are 26 boys and 28 girls in the control class.The experimental class adopts a small team teaching mode for dry land ice hockey teaching.The teaching form is to divide students into small teams with similar numbers,balanced levels,and fixed personnel.The experimental class receives learning tasks in small teams,and the teacher provides pre class training for the group leader.In class,the group leader leads the group members to complete the learning tasks.The control class adopts traditional teaching methods for dry land ice hockey teaching,mainly using teachers to demonstrate and explain the technical movements and essentials of dry land ice hockey,and organizing students to learn and practice.The teaching intervention lasted for 12 weeks,with 2 classes per week and 40 minutes each,totaling 24 dry land ice hockey classes.Before and after the intervention,various indicators were tested in the experimental and control classes.Main results:1.After the experiment,the average heart rate and maximum heart rate in the new teaching,review,and competition classes of the experimental class were significantly higher than those in the control class(p<0.01).2.The effect of small team teaching mode on the learning interest of first grade students in dry land ice hockey: After the intervention experiment,the overall physical education learning interest of the control class did not improve(p>0.05);After the intervention experiment,the experimental class showed significant improvement in total score,negative interest in physical education learning,positive interest in physical education learning,attention to physical education,understanding of physical education,autonomous and exploratory learning,and participation in these six dimensions(p<0.01);After the intervention experiment,the interest of the experimental class students in learning dry land ice hockey was better than that of the control class(p<0.01);After the intervention experiment,there was a significant difference(p<0.01)in the interest in learning dry earth between the experimental class students and the control class students of different genders.The interest in learning dry land ice hockey in the experimental class was better among the boys and girls than in the control class;After intervention,the participation level of the experimental class was significantly improved compared to the control class(p<0.01).3.The effect of small team teaching on dry land ice hockey skills in the first grade of junior high school: After the experiment,the overall comparison of dry land ice hockey skills between the experimental class and the control class was made.The experimental class had better dribbling skills such as "8" dribbling in place,dribbling around the pole during movement,passing,receiving and shooting than the control class(P<0.01),and there was no significant difference in dribbling skills between the two classes(p>0.05);Comparison by gender: except that there was no difference between the boys in the experimental class and the boys in the control class in shooting in situ(p>0.05),the other techniques were better than the boys in the control class(p<0.05).The girls in the experimental class performed better in all other techniques than the girls in the control class(p<0.05),except that there was no difference in shooting technique between the girls in the control class and the girls in the in-situ shooting technique(p>0.05).4.The effect of small team teaching mode applied to dry land ice hockey teaching on the physical fitness of first grade students: After intervention,the overall physical fitness of the experimental class was significantly improved(p<0.01),and there was a significant improvement(p<0.01)in tests such as 1000 meters,standing long jump,sitting forward bending,"T" running,and round-trip cross testing.Although there was an upward trend in 50 meters and pull-up/sit ups,there was no significant difference.The overall physical fitness of students in the control class has significantly improved(p<0.05);After the intervention experiment,the physical fitness levels of the experimental class and the control class showed significant differences(p<0.05)in overall scores,1000 meters(male)/800 meters(female),as well as forward flexion,"T" running,and round-trip crossing tests.The experimental class performed better than the control class.There is no significant difference in standing long jump,50 meter run,and pull-up/sit ups;Comparison by sex: boys in the experimental class were better than those in the control class in the four tests of 1000 m,sitting forward flexion,"T" running and round-trip cross(p<0.05),and there was no significant difference in the rest(p>0.05).After the experiment,the girls in the experimental class ran in a "T" shape and went back and forth.5.Conclusion:1.The application of small team teaching in dryland ice hockey lessons is better than traditional teaching in terms of attention to sports,awareness of sports,active interest in sports,participation and self-inquiry learning.2.The application of small-team teaching to the basic techniques of "in-situ 8-figure dribble",dribbling around the pole during travel,passing,catching and shooting in the dryland ice hockey class is better than traditional teaching.3.Both teaching methods can improve students’ physical quality.Small team teaching is better than traditional teaching in improving endurance,flexibility,sensitivity and coordination. |
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