| Basketball is a very popular sport in China,and is also popular among students in school physical education courses.Through investigation and research,it is found that in the daily basketball physical education teaching,the traditional teaching method is still the main choice of most teachers.Under the traditional teaching mode,"teachers teach,students learn" is a one-way output,ignoring the subjectivity of students,and relying only on teachers to output knowledge and skills in one direction,which often causes students to feel bored in the process of learning and have no interest in learning,The enthusiasm and initiative of learning will also be greatly affected,and the imagination and creativity will also be inhibited,which will lead to the emergence of problems such as low interest in basketball learning,bad learning atmosphere,and non-standard basic basketball technical actions.Therefore,how to stimulate students’ interest,enrich teaching methods,and innovate teaching methods have become issues that many experts and teachers need to consider.With the rapid development of multimedia technology,video feedback through mobile phones and other multimedia provides a new teaching method for many subjects.This paper introduces video feedback teaching method into the teaching of basketball shooting technology,and carries out experimental research,aiming to study the impact of video feedback teaching method on college basketball shooting technology teaching,and demonstrate the applicability of video feedback teaching method in college basketball technology teaching.This paper applies the video feedback teaching method to the teaching of basketball shooting technology in colleges and universities by designing teaching experiments,mainly using the following research methods:(1)By using the method of literature,the application research of feedback teaching method and video feedback teaching method in other disciplines and the research status related to the teaching method of basketball shooting technology in colleges and universities were sorted out,which provided a theoretical basis for the teaching experiment research of this article.(2)In order to ensure the scientificity of the teaching experiment,this paper uses the expert interview method to interview the professors of basketball teaching in the School of Physical Education of Fuyang Normal University,evaluate the evaluation criteria of basketball reaching the standard and technical evaluation,and let the experts judge the rationality of the evaluation criteria,understand their opinions and suggestions on the experiment,and ensure that the research experiment can be carried out normally.(3)In order to study the influence of video feedback teaching method on students’ basketball learning interest and sports classroom atmosphere,this paper uses the questionnaire method to investigate the students’ basketball learning interest before and after the experiment and the students’ sports classroom atmosphere after the experiment.(4)In this paper,the teaching experiment method is adopted,and the team members of the School of Mathematics and Statistics of Fuyang Normal University are taken as the experimental objects.A total of 20 people,all male,are randomly divided into two groups,10 people in each group,one group is the experimental group,and the other group is the control group.Under the condition that the teaching number,teaching progress and teaching content are consistent,the experimental group adopts the video feedback teaching method,while the control group adopts the traditional teaching method.In order to avoid students’ psychological resistance during the experiment,the experimental process adopts the single-blind method for the test students.Through the eight-week teaching experimental study,the differences between the experimental group and the control group students in sports learning interest,sports classroom atmosphere and basketball skill level were analyzed and compared,and the following results were obtained:(1)The test scores of the five dimensions of students’ interest in physical education before and after the experiment,such as enthusiasm,negativity,skill learning,after-school activities and sports attention,showed extremely significant differences(P values were less than 0.001),while the test scores of students in the control group showed no significant differences(P values were greater than 0.05).There were significant differences between the experimental group and the control group in the scores of the five dimensions related to the enthusiasm,negativity,skill learning,extracurricular activities and sports attention(P<0.001).(2)After the experiment,the physical qualities of the students in the experimental group and the control group were compared and analyzed,and the paired sample T test was carried out for the experimental group and the control group respectively.There was no significant difference in the results of the two tests between the 50 meter run,cross quadrant jump,and1000 meter run,while there was a significant difference in the pull-up and standing long jump.There was no significant difference between the experimental group and the control group in the test results of 50-meter run,cross-quadrant jump,pull-up,standing long jump and 1000-meter run(P>0.05).(3)In the analysis of the students’ physical education classroom atmosphere after the experiment,the test results of the experimental group and the control group in three dimensions of self-development(17.80±1.14VS15.70±0.68),interpersonal relationship(18.60±0.70VS15.10±0.74)and classroom organization(22.40±0.97VS19.50±0.85)were significantly different(P values were all less than 0.001),and the test results of the experimental group were significantly better than those of the control group.(4)In the analysis of the students’ mastery of basketball shooting skills,there was a very significant difference between the experimental group and the control group in the number of free throw hits and technical evaluation scores before and after the experiment(P value was less than 0.001),and there was a significant difference between the experimental group and the control group in the number of free throw hits(64.00±15.78VS51.00±7.38)and technical evaluation scores(81.50±7.47VS70.00±5.77)(P value was less than 0.05),Moreover,the number of free throw hits and technical evaluation results of the experimental group were significantly better than those of the control group.Based on the above results,it is concluded that:(1)Compared with the traditional teaching method,the video feedback teaching method is easier to stimulate students’ interest in learning and greatly play the students’ subjectivity.(2)Video feedback teaching method and traditional teaching method have no significant effect on improving students’ speed,sensitivity and endurance,but have significant effect on improving students’ strength and explosive power.(3)Compared with the traditional teaching method,the video feedback teaching method can promote the formation of a good physical education classroom atmosphere,improve the communication between teachers and students,and promote the harmonious development of the relationship between teachers and students.(4)Both the video feedback teaching method and the traditional teaching method have improved the students’ basketball shooting technology,but the video feedback teaching method is significantly better than the traditional teaching method,and the video feedback teaching method is more suitable for the daily basketball shooting technology teaching. |
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