| Research background: In order to improve the constitution of Chinese teenagers and promote the healthy growth of teenagers,the government has issued a number of policies to deepen the teaching reform.After the reform of physical education,the investigation of special skills has been increased.The double reduction policy proposes that schools should provide students with rich and diverse after-school services.But the effect of physical education curriculum teaching in our country is not satisfactory.Students have had many years of physical education but do not master the basic skills of a physical education program.The school is also faced with the lack of teachers and funds in the development of after-school physical education service.Research objective: To apply the Monitorial System teaching strategy in junior high school basketball classroom teaching and after-school service,and explore whether the strategy has better teaching effect through experiments.Research methods: literature,questionnaire,expert survey,experiment and mathematical statistics.Teaching experiment: Randomly selected from 2 grade two classes for the teaching in Teaching-class 1 and Teaching-class 2,recruit from the first grade students who like basketball then randomly divided into equal numbers of Interest-class 1 and interest-class 2,Teaching-class 1 and Interest-class 1 constitute the experimental group,Teaching-class 2 and Interest-class 2 constitute the control group,using the single blind method for 16 weeks of teaching experiment.The experimental group and the control group had the same teaching content,and only the teaching strategies were different.In the experimental group,Teaching-class 1 carried out classroom teaching with the Monitor learning group(monitor 1 person,5 members)as the basic unit;Interest-class1 students as the ordinary students joined the Monitorial learning group,and the general members of Monitor learning group become tutors.Monitorial learning group(1monitor,5 tutors and 5 ordinary students)as the basic unit participate in after-school services.In the control group,Teaching-class 2 was taught by the control study group(1 leader,5 members).Interest-class 2 joined the control study group become the control after-school group(1 leader,10 members)as the basic unit participate in afterschool services.Junior High School Students’ Physical Learning Interest Level Evaluation Scale compiled by Wang Xiaozan was used to measure the physical learning interest.50 meters running,1000 meters running(male),800 meters running(female),standing long jump,sit-ups(female),pull-ups(male)and other items were used as the physical quality test indicators.The full court dribble pass layup,one-minute shooting and other items as the skill level of the basketball.Teaching-class 1 and Teaching-class2 participated in classroom teaching and after-class service,and explored the effect of Monitorial System in basketball classroom teaching through comparative experiment.Interest-class 1 and Interest-class 2 only participated in after-class service.Through comparative experiment,the effect of Monitorial System in after-class service of basketball was explored.Conclusions:1.The application of Monitorial System in junior high school basketball classroom teaching can improve the teaching effect.2.The application effect of Monitorial System in basketball after-class service is significantly better than that of the control group,which improves the basketball skill level and the learning interest of students in Interest-class 1.3.In the after-school service,the Monitorial learning group and junior students constitute the Monitorial after-school group(monitor-tutor-ordinary student),which is of positive significance to promote the development of after-school physical education activities under the background of double reduction,and provides reference for other sports programs to effectively carry out after-school services under difficult circumstances such as the shortage of teachers. |
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