Experimental Study On The Effect Of PBL Teaching Method In Rock Climbing In Colleges

With the continuous advancement of teaching reform,the state has put forward new requirements on the quality of education and personnel training of higher education.Relevant policies are put forward for the reform and innovation of teaching methods.The Opinions on Deepening teaching Reform and Cultivating high-quality Talents to meet the needs of the 21 st century point out that the reform of teaching methods is an important content of deepening teaching reform.China’s Education Modernization 2035 issued by the CPC Central Committee and The State Council clearly points out that the talent training mode should be innovated,and the students with increasing individual differences should be trained into innovative talents with comprehensive quality.Although the traditional teaching method has its advantages,it can no longer be used as the best cornerstone of students’ development.PBL teaching method is a problem-based teaching method,which is better than the traditional teaching method to make students become the subject of the classroom,and greatly improve their learning interest and comprehensive ability.Now PBL teaching method in many fields development mature,the current college climbing course mostly adopt conventional traditional teaching method,in order to adapt to the current social needs of talent training,this study through the PBL teaching method applied to climbing course teaching,comparing PBL teaching method and traditional teaching method for students general physical quality,special physical quality,comprehensive psychological quality,climbing special skills improvement effect,aims to explore the influence of PBL teaching method of rock climbing course teaching effect.Using literature data method,questionnaire survey method,mathematical statistical method,logical analysis method and other research methods,40 students(20 students per class)from two classes of rock climbing elective class of graduate School of Guangzhou Institute of Physical Education were used as the experimental objects for a 9-week teaching experiment.The teaching content and teaching progress of the experimental class are consistent with the control class.The experimental class adopts PBL teaching method,while the control class adopts traditional teaching method to observe the changes of students’ general physical quality and special physical quality,comprehensive psychological quality and special climbing skills,and compare the teaching effects of the two methods.Finding:1、In terms of general physical fitness,both PBL teaching method and traditional teaching method can improve students’ physical fitness,but the difference between the two classes is not statistically significant from the test results(p> 0.05).In terms of the special physical fitness,the PBL teaching method can improve the students’ special physical fitness better than the traditional teaching method(p <0.05).2、In terms of rock climbing motivation,learning interest and exercise attitude,the data before and after the control class were not statistically significant(p> 0.05),while the data before and after the experimental class were statistically different(p<0.05).3、 In terms of comprehensive learning ability,compared with the traditional teaching method of rock climbing course,PBL teaching method has a greater impact on improving students’ independent learning ability,problem analysis and solving ability and team exploration ability,and has significant differences(p <0.05).4、In terms of rock climbing performance and special rock climbing skills,PBL teaching method is used in rock climbing teaching to compare students’ special rock climbing skills.The special rock climbing skills of the experimental class are generally better than that of the comparison class(p <0.05).5、In terms of classroom satisfaction,according to the experimental results,the evaluation of the students in the experimental class was higher than the teaching method in the control class(p <0.05).Research conclusion:1 、 By applying PBL teaching method to the classroom teaching of college climbing elective class,there is no significant difference between the comparison class and the general physical quality of the students,and PBL teaching method can improve the special physical quality than the traditional teaching method,and there are significant difference.2 、 Through teaching experiments,it is found that in terms of psychological quality,the students in the experimental class are better than the control class in terms of exercise attitude,learning motivation and interest,and there are significant differences.Compared with the traditional teaching method,PBL teaching method can not only enhance students’ exercise attitude,but also improve their motivation and interest in the learning process through the guidance of problem situations and the diversity of teaching methods.3、Through teaching experiments,it is found that in terms of comprehensive learning ability,the students’ independent learning,problem analysis and problem solving and teamwork ability are better than that of the control class,and there are significant differences.Compared with the traditional teaching method,PBL teaching classroom takes groups as the unit.Group members communicate with each other and constantly practice solutions,which improves the overall classroom efficiency.It can not only improve students ’ability to think independently,analyze and solve problems,but also effectively improve students’ teamwork ability.4、Through teaching experiments,it is found that in terms of special climbing skills,the students in the experimental class are better than those of the control class,and there are significant differences.Compared with the traditional teaching method,PBL teaching method can enable students to better summarize the old and new knowledge,effectively grasp the key and difficult points of action,help students to further master the basic knowledge of rock climbing,skillfully use various climbing skills,so that students can further improve their climbing ability.