Experimental Study On 5E Teaching Model In High School Football Teachin

With the changes in the social value system and the spiritual guidance of revitalizing the "Three Balls",the attention of all sectors of society to football is increasingly high.Throughout the country,deepening education system reform and improving football teaching methods are also in full swing.However,in conventional football teaching,there are often a series of problems such as students’ lack of interest in learning,single teaching process,boring teaching content,and lack of guarantee of teaching effectiveness.This article applies the 5E teaching mode to high school football teaching,exploring the effectiveness advantages of the 5E teaching mode compared to conventional teaching in changing students’ physical fitness,football technical skills,football learning interest,football learning motivation,and students’ autonomous learning ability in football.Firstly,this study uses literature review to clarify the theoretical context of the "5E teaching model" and "football teaching";Secondly,the research ideas,questionnaire design,and selection of testing indicators of the article were discussed with experts through interview methods;Then,through the 5E teaching model,several teaching contents were developed,experimental procedures were designed,and 60 students from the provincial traditional sports school(football),Changzhi City xx Middle School,were selected for a10 week football teaching experimental intervention;At last,the paper explores the application effect of 5E teaching mode and traditional teaching mode in middle school football by questionnaire,mathematical statistics and comparative analysis。Research results:(1)Before the experiment,there was no significant difference between the experimental group and the control group in terms of physical fitness,football sports skills,football learning interest level,football learning motivation,and football autonomous learning.(2)After a ten-week teaching activity experiment,both the experimental group and the control group showed improvements in these five aspects,but the improvement effect of the experimental group was better than that of the control group.(3)After ten weeks of experimental intervention teaching activities,comparing the questionnaire data of the experimental group and the control group,it was found that there was no significant difference in the physical fitness of the students in the experimental group and the control group.However,after ten weeks of 5E teaching mode intervention,the experimental group found no significant difference in football sports skills,football learning interest level,football learning motivation The improvement effect of these four aspects of football autonomous learning is better than that of the control group after ten weeks of regular teaching mode intervention.Research conclusion:After ten weeks of experimental intervention teaching activities,it was found through comparison with questionnaire data before the experimental intervention that students in the experimental group who used the 5E teaching mode had significant differences in four aspects: football interest level,football learning motivation,and football autonomous learning compared to students in the control group who used the conventional teaching mode.The 5E teaching mode is due to the conventional teaching mode in terms of students’ internal psychological motivation and interest in football learning.Under the influence of the 5E teaching mode,students’ subjective initiative in learning football has also become stronger.