The Research On The Application Of "Counterpoint Classroom" Model In Back Style High Jump Teaching

With the increasing promotion of teaching reform in colleges and universities and the continuous optimization of teaching system,teaching reform has received wide attention.The main purpose of the reform is to practice the teaching concept of nurturing people and improve the effectiveness of teaching.In 2014,Zhang Xuexin,a professor of psychology at Fudan University,proposed a novel model for Chinese local education-the "Counterpoint Classroom "(PAD)-a concept that has been steadily advancing in colleges and universities.It is to divide the classroom into three parts: teaching,internalized absorption and discussion,introduce an internalized absorption mechanism between lecture and discussion,and stagger the teacher’s lecture and student discussion in time by adjusting the traditional classroom process,leaving time for students to master and absorb.Rapidly developing in many colleges and universities,primary and secondary schools,the "PAD classroom" has achieved excellent results as a novel teaching mode.This paper introduces the "Counterpoint Classroom" teaching method to the athletics teaching of physical education,employing the literature method,questionnaire survey method,expert interview method,experimental method,and mathematical statistics method to compare and analyze its application effect.This paper presents a comparison of traditional and " Counterpoint Classroom " teaching modes in back-leap high school,in order to explore novel approaches to enhancing physical education and introducing novel teaching models.It also provides theoretical and practical references for the implementation of " Counterpoint Classroom " teaching in physical education.The primary findings of this paper are as follows:(1)No significant effect on physical fitness is observed in students when teaching back style High Jump be it the traditional or the " Counterpoint Classroom " approach.However,in the back-crossing jump high standard test,due to the " Counterpoint Classroom " teaching mode,in addition to classroom exercises,more attention is paid to students’ internalized absorption of technical movements,and students improve their technical movements and deepen their mastery of theoretical knowledge in repeated understanding exercises.Therefore,compared with the traditional teaching mode,the teaching mode of " Counterpoint Classroom " is more effective in mastering students’ back style Hgh Ji ump motor skills and improving theoretical knowledge.(2)The teaching mode of " Counterpoint Classroom " is applied to the teaching of backstyle Hgh Ji ump,which has a good teaching effect under reasonable teaching design.The split classroom teaching mode can,to a certain degree,invigorate students’ enthusiasm for learning,diminish pessimism,and augment their autonomy and involvement in the classroom.The classroom teaching mode,with its higher expectations for teachers’ teaching ability,improved classroom learning atmosphere,enhanced communication and cooperation between students,and improved evaluation of students’ accomplishments,has been found to bring about greater classroom learning satisfaction.(3)The teaching mode of " Counterpoint Classroom " gives students the opportunity to think personalized,and to a certain extent,mobilizes students’ initiative to learn the back jump.The homework of the internalized absorption link "Bright Test Help" can be used as a record of the learning process,and students can sort out and refine the content through independent learning to improve the efficiency of group discussion.Through teacher-student exchanges,the students in the discussion and exchange session interact,deepening their comprehension and comprehension of technical activities,resolving their own technical issues,and enhancing their own skill.