An Experimental Study On The Task-driven Teaching Method In The Basketball Course Of College Physical Education Major

With the needs of social development and the change of learning methods,our teaching methods also need to be gradually improved and perfected to meet the development needs of various fields.Therefore,there will be deeper requirements for teaching professionalism,as well as physical education.Although the traditional teaching methods in skill learning are still desirable,skill learning and physical exercise in the teaching of physical education are not all we learn.The cultivation of physical education students needs more comprehensive learning,not only to master skills,but also to master how to teach skills and explore skills learning.In the face of the increasing requirements of physical education learning,traditional teaching methods have shortcomings.We need to improve and enrich the traditional teaching methods,and supplement the traditional teaching with the exploration of preset teaching experiments.Through the collection and collation of literature,it is found that task-driven teaching method can promote learners ’ psychological activity construction and skill learning in the process of physical education learning.In the process of basketball teaching in college physical education,the task-driven teaching form is compared with the traditional teaching.The learner ’s learning subject status rises.The teacher enriches and designs more in-depth teaching activities according to the preset of the course content.Students gain skills,knowledge and enhance learning interest and cooperation ability in the preset task.The initial idea of the research is to make an experimental comparative study between task-driven teaching method and traditional teaching to explore the feasibility of teaching experiments.According to the research needs,the article uses the literature data method,questionnaire survey method,teaching experiment method,mathematical statistics method and other methods to obtain the results.(1)After the teaching experiment,the data analysis of the experimental group was better than the control group in the timing and technical evaluation of basketball learning.In addition,the p < 0.01 of comprehensive directional dribbling layup and one-minute self-throwing and self-robbing shows that there is an extremely significant difference between the two groups;the four-corner pass between the two groups 0.05< p indicates that there is no significant difference between the two groups.Two groups of three on three basketball games p < 0.05 shows that the two groups have significant differences.(2)Basketball theoretical knowledge After the teaching experiment,the experimental group and the control group showed significant differences in the theoretical knowledge of technical principles in the two groups(p < 0.05).In the theoretical knowledge of competition rules,p < 0.05 shows that there are significant differences between the two groups in the knowledge of competition rules;in terms of tactical knowledge,p < 0.05 shows that there are significant differences between the two groups in the cultivation of tactical awareness.The p < 0.05 of the three dimensions of the theoretical knowledge of the experimental group after the teaching experiment shows that the theoretical knowledge of the experimental group has a significant effect.There was no significant difference in the technical principle dimension of the control group after the teaching experiment,and there was a significant difference in the competition rules and tactical knowledge.(3)In terms of basketball learning interest,there is no significant difference between the two groups in the positive dimension.The p < 0.05 of the four dimensions of negativity,skill learning,extracurricular activities and basketball attention shows that the two groups of students have no improvement in the positive dimension,and the four dimensions of negativity,skill learning,extracurricular activities and basketball attention have significant improvement.After the teaching experiment,the experimental group had significant differences in other dimensions p< 0.05 except for the enthusiasm.In the control group,there was no significant difference in the three dimensions of skill learning,extracurricular activities and basketball attention,except for the significant difference in the positive and negative p< 0.05 of the teaching experiment.(4)In terms of cooperative ability,the p < 0.05 of the two groups before and after the experiment shows that there is a significant difference between the two groups of students ’ cooperative ability learning.The experimental group before and after the experiment p < 0.05 shows that the experimental group after the experiment cooperation ability has been significantly improved;the p < 0.05 of the control group before and after the experiment shows that the cooperation ability of the control group has been significantly improved after the experiment.