Research On College Basketball Teaching Based On The Actual Situation Course Mode

This study aims to investigate the college basketball curriculum model based on the real-world contextual curriculum model.The main theoretical basis was the "realistic contextual curriculum model" proposed by Dr.Weidong Li and his team at Ohio State University.The 16-week training program was determined through expert interviews,combining physical fitness assessment(height,weight,one-footed running touch,1-minute push-up,15×17 folding run),basic technical skills assessment(multiangle retreat 7-step shooting,full-court left-and right-handed dribbling see line folding,full-court multi-point integrated passing and catching),physical education interest assessment,basketball tactical theory knowledge assessment,and practical game ability(full-court offense and defense).The above indicators were used as the starting point for a 16-week multidimensional experimental intervention,and the experimental results were analyzed by determining the student’s acceptance of the model through teaching evaluation and the effectiveness of the technical transformation in real-world play through cross-competition between the two groups.The experimental results are as follows: first,the experiments demonstrated that by using the real-life contextual curriculum model,students were able to increase their participation in exercise attitudes,and more students were interested in the program during the 16-week course;second,the use of the real-life contextual curriculum model improved students’ basic basketball skills in a short period of time,but the improvement effect was not significant compared to the control group;third,the use of the real-life contextual curriculum model had a significant impact on student’s performance in basketball.Fourth,the use of the real-life contextual course model is significant for the students’ improvement in the process of randomization of basketball techniques and tactics,and the accumulation of theoretical knowledge of tactics is significantly improved;fourth,through the experiment,it is proved that the evaluation scores of the control group for the basic basketball skills such as shooting,dribbling,and passing are all improved,and the average value of the scores is better than that of the experimental group;fifth,after sixteen weeks of experimental intervention,the students in the experimental group made teaching comments to the teachers through anonymous teaching evaluation of the teacher’s teaching critique,and the total of the period through anonymous teaching evaluation of the teacher’s teaching critique,their score means were higher than those of the control group;vi,during the experimental phase,the two classes had a cross-round 4-to-4 championship contest,and the squad with the control class as the base bagged the championship.The conclusions of this paper are as follows: Basketball and physical education teachers can first focus on improving students’ technical level by using the conventional teaching mode as the dominant focus,supplemented by the real-world contextual mode to make students understand the main timing of using this technical action.Once the students reach a certain level of skill,they will be in a real-life contextual course mode to make students always in a real-life context to carry out the comprehensive practice to complete a comprehensive accumulation of basketball tactics and techniques and learn to use them.However,the actual situation mode is set up at the beginning,and the teacher has to talk,use multimedia,and other ways to lay out the situation.But the classroom time is only 90 minutes compared to the traditional course,and students objectively have less time to train.Thus,certain aspects of physical fitness and basic technology in a certain aspect still can not reach the intensity of traditional teaching methods to improve.Therefore,there are limitations to the use of the war situation model in the course.First,it requires teachers to have more specialized theoretical and practical knowledge.Teaching not only needs to develop students’ interest and improve their professional skills,but also requires more appropriate teaching facilities and equipment.The course model is based on the combination of technical and tactical exercises in real-game situations and requires adequate classroom facilities;at the same time,modern multimedia tools must be used in the contextualized presentation process.Thus,promoting a practical model of contextualized curriculum is a considerable physical challenge.Finally,the model should be tested in various teaching practices.For example,students of different age groups have different psychological characteristics and problems with attention and stability.Can the researcher unify the "discussion with students" component? Basketball,volleyball,table tennis,and other ball sports could suit this learning model.Are other sports appropriate? These questions need to be tested in practice.