Key words: Introduction to the teaching method of trying basketball for teenagers The essence of the teaching method of trying is to let students learn and succeed in trying. It has reformed the traditional teaching mode and changed the single mode teaching method that teachers explain first and students practice later. Instead, teachers ask questions first, and students learn textbooks by themselves on the basis of their existing knowledge, discuss with each other, and try to solve problems initially by relying on their own efforts. Finally, according to the difficulties students encounter in trying to practice and the key points of the textbook, the teacher gives targeted guidance and analysis of doubts. In junior high school basketball teaching, using the idea and teaching mode of "trying teaching method", combined with the actual situation of basketball teaching, a set of teaching process mode of basketball technology is designed, from which the advantages and needs of trying teaching method and teaching method in junior high school basketball teaching are summarized. Improving junior high school basketball teaching, overcoming the simplification of teaching mode, developing advantages and finding out shortcomings are of positive significance to improving teaching quality. Research objects and methods Research objects: The number of girls in Class 3, Grade 2 in a middle school is equal, and they are all beginners.
research method
Experimental control method
Experimental time: June 2006 +065438+200610-June+February.
Setting of experimental group and control group: 1 and 2 classes were randomly selected as control group and 3 classes as experimental group before the experiment. Teaching 1 class.
In the first month, the trial teaching method was adopted, and in the second month, the conventional teaching was carried out. Class 2 is just the opposite of class 1. In the first month, regular teaching was carried out, and in the second month, trial teaching method was adopted. Class three adopts the trial teaching method throughout the learning stage. The teaching progress, class hours, venues and equipment of the experimental group and the control group are the same.
Experimental content: one-handed shoulder shooting (three-step layup), in-situ one-handed shoulder shooting and in-situ two-handed chest passing technology teaching.
In the process of learning, when using the trial teaching method, the teacher should not speak first. First, let the students read the concepts and action methods of one-handed shoulder shooting (three-step layup), one-handed shoulder shooting and two-handed chest passing. Then students can try to practice by themselves according to their own understanding of technical movements, and students can also discuss and communicate with each other. Then, on the basis of students' understanding and trying to practice the technical movements, teachers demonstrate and explain them in a targeted manner, students practice again, and teachers guide them until students master the movements initially.
Experimental treatment factors: each class adopts the teaching mode of trying teaching method in different periods according to the experimental setup. (Figure 1)
Basic teaching program diagram of trying teaching method
The teacher gives a test, the students answer the test by themselves, and the students demonstrate the action. They try to practice the students' discussion.
Summary of teacher's explanation, teacher's arrangement, student's practice and error correction
Figure 1
Evaluation index of experimental results: the comparison results of technical evaluation and compliance effects of the three groups after the experiment. The teaching significance of the survey results after the experiment.
Experimental data processing: t test was used to test the significance of mean difference; Calculate the technical evaluation results with correlation analysis method.
The correlation coefficient of.
Logical statistics method: the test results are statistically processed by computer.
Literature review: refer to relevant literature, discuss and analyze the experimental results and teaching attempts.
Investigation: Through direct investigation of students, students are required to evaluate the teaching effect of the tried teaching methods. Results: After one month of experiment, the comparison results of three groups of technical evaluation results were obtained.
Table 1 comparison table of technical evaluation effect after the first month of teaching experiment
Evaluation content group N X S T P
One-handed shoulder shooting in March1level 20 5. 18 1.03
Class 2 20 4.86 1.54
Class 3 20 5.20 1.06
One-handed shoulder shot in situ1level 20 4.39 1.20
Class 2 20 4.09 1.47
Class 3 20 4.30 1. 15
Pass the ball in the same place with both hands on the chest 1 category 20 4.85 1.05.
Class 2 20 4.60 1.35
Class 3 20 4.90 1.04
From the table 1, it can be seen that after one month's experiment, the technical evaluation scores of 1 class and class 3 are higher than those of class 2, and the difference is significant or very significant. This shows that the teaching of 1 class and class 3 has a positive impact on students' mastering the quality of technical movements.
One month after the experiment, the compliance effects of the three groups were compared.
Table 2 Comparison of the effect of reaching the standard after one month of teaching experiment
Evaluation content group N X S T P
One-handed shoulder shooting in March 1 level 20 4.40 3.08
Category 2 20 4.37 2.87
Level 3 20 4.46 2.79
In-situ one-handed shoulder shot 1 level 20 5.00 2.84
Category 2 20 4.97 2.79
Class 3 20 5.0 1 2.8 1
Pass the ball to the chest with both hands in the same direction 1 20 class 4.65 2.438+02.
Class 2 20 5. 19 1.97
Class 3 20 4.8 1 2. 13
As can be seen from Table 2, after a month's experiment, the standards of 1 class and Class 3 are higher than those of Class 2, but they have not reached a significant level. This shows that reaching the standard reflects the proficiency of the body and improves with the increase of practice time. Due to the short teaching time, the teaching requirements focus on mastering standardized movements, so the achievement of reaching the standard has not reached a significant level.
After the second month of the experiment, the technical evaluation effects of the three groups were compared.
Table 3 Comparison Table of Technical Evaluation Effect after Teaching Experiment in the Second Month
Evaluation content group N X S T P
One-handed shoulder shooting during the March1Class 20 6. 12 1.48.
Class 2 20 6.76 1.03
Class 3 20 7.68 1.06
One-handed shoulder shot in situ1level 20 6.47 1.02
Class 2 20 7.52 1. 15
Class 3 20 7.68 1.20
Pass the ball in the same place with both hands on the chest 1 category 20 5.86 1.04.
Class 2 20 7.23 1.56
Class 3 20 7.5 1. 1.05
As can be seen from Table 3, after two months of experiments, the technical evaluation score of Class 2 exceeded 1 class, and the difference reached a significant or very significant level. However, the technical evaluation results of Class 3 kept rising steadily. This shows that 1 class has a negative impact on students' mastering the quality of technical movements from the beginning of using the trial teaching method to the use of the conventional teaching method. However, the teaching of Class 2 and Class 3 has a positive impact on students' mastering the quality of technical movements.
After the second month of the experiment, the compliance effects of the three groups were compared.
Table 4 Comparison of the effect of reaching the standard in the second month of teaching experiment
Evaluation content group N X S T P
One-handed shoulder shooting in March 1 level 20 4.98 2.65
Category 2 20 5.62 2.74
Class 3 20 6.24 1. 15
In-situ one-handed shoulder shot 1 level 20 5.72 2.34
Class 2 20 6.68 1.56
Class 3 20 7.54 1.86
Pass the ball to the chest with both hands in the same direction 1 category 20 5.88 0.48
Level 2 20 6.03 0.62
Level 3 20 7.45 0.57
As can be seen from Table 4, after two months' experiment, all the standards of 1 class have decreased, which are lower than those of Class 2, but they have not reached a significant level. However, the results of Class 3 have also maintained a steady rise, and the difference with Class/kloc-0 has reached a significant or very significant level. This shows that reaching the standard reflects the proficiency of the body and improves with the increase of practice time. Because the teaching time of Class 2 is short and the teaching requirements focus on mastering standardized movements, the achievement of reaching the standard has not reached a significant level, while the teaching time of Class 3 is relatively long, so the achievement of reaching the standard has reached a significant level.
Comparative results of technical evaluation effects of excellent and poor students after the experiment
Table 5 Comparison table of technical evaluation effect of excellent and poor students after teaching experiment
Technical name 1 class excellent student improvement rate N 2 class excellent student improvement rate N 3 class excellent student improvement rate N 1 class poor student improvement rate N 2 class poor student improvement rate N 3 class poor student improvement rate n
One-handed shoulder shooting skill evaluation during marching was 28.32%1024.36%1%1135.24%1032.12% 968.330.
In-situ one-handed shoulder shooting skill evaluation is 30.54%1028.32%152.48%1182.65%1081.78%.
The technical evaluation of holding the chest with both hands in the original position is 53.23%1045.48%178.23%1182.55%12.04%.
As can be seen from Table 5, after teaching experiments, in the process of trying to teach, the improvement rate of technical evaluation scores of excellent and poor students is higher than that of students in the conventional teaching process. This shows that the teaching of trying teaching method has a positive impact on the quality of mastering movements for both gifted and poor students.
The whole experimental results show that the application of trial teaching method can obviously improve the teaching effect and quality of basketball elective technical courses in senior high schools. According to the survey results of students in three classes, the vast majority of students have a positive attitude towards trying teaching methods. The analysis and discussion of the attempt teaching method is conducive to cultivating junior high school students' exploration spirit and self-learning ability, as well as their attempt spirit and ability. Students should learn from themselves first.
In the teaching of teachers, a preliminary attempt was made by self-learning teaching materials and consulting extracurricular materials. Basketball class, test the results of the attempt and consolidate the new knowledge gained during the attempt. The "try teaching method" encourages students to "try", which will enable them to develop the spirit of daring to explore and try. In the process of their growth, they have the spirit of "let me try" for things they don't understand and jobs they can't do. This spirit of exploration that dares to try is extremely valuable. Trying teaching method has changed the passive situation of relying on teachers' total teaching and indoctrination in the past, and really enables students to try and participate actively, thus cultivating students' independent consciousness and innovative consciousness, cultivating students' conscious exercise ability, and is conducive to cultivating the modern quality of new socialist people.
Try teaching methods to improve the quality of basketball teaching and enhance students' physique. This is because "you can feel it in intense intellectual activity."
Satisfied, they take pleasure in solving difficult problems, which can be said to be advancing when facing new things they should know. In other words, in the teaching process of "trying teaching method", give full play to the initiative and enthusiasm of students. At the same time, at the beginning of teaching, students have the technical skills to explore the questions and actions raised. Students' emotions turned to the constant attempt to experience the movements, and students showed unprecedented enthusiasm for learning and practicing, which further stimulated their desire for sports, improved the teaching quality, and further enhanced the learning effect.
Trying teaching method conforms to the characteristics of students' psychological development, and giving full play to teachers' leading role and students' main role is helpful to be active.
The atmosphere after class enhances the friendship between teachers and students and between classmates. In the teaching attempt, students become curious and competitive, and have a strong desire to express themselves and solve problems. Efforts to explore methods can make students enjoy learning, eager to learn, take the initiative to seek, have motivation and fun, and make their attention, thinking, will and emotions in the best state. "Students' Trial Practice" pushes students to the dominant position. In the whole process of students trying to learn, teachers always run through different forms of "teaching", that is, teachers always play a leading role. The application of trial teaching method in basketball teaching is conducive to meeting students' psychological needs, making students relaxed and lively in class, observing discipline, having a harmonious relationship, helping each other, learning from each other, thinking positively and asking questions actively. Students study in this United, tense and lively classroom atmosphere, which not only improves the learning efficiency, but also enhances the emotional exchange and friendship between students and teachers, students and students.
Trying teaching method is suitable for students of different levels to master technology, which is more conducive to the improvement of poor students. Try the teaching methods of excellent students.
There will be no problem, because the teaching method itself requires students to have a certain self-study ability and a certain learning foundation. Is it suitable for poor students? Some teachers think that poor students have poor understanding ability, so they chew the materials carefully and feed them. The more so, the more they refuse to use their brains, the more they feel that they are not interested in learning, and the more they cannot improve their academic performance. Psychological experiments show that poor students also have self-esteem, curiosity and competitiveness, they also like challenges, and they will be tired of complicated explanations. Learning to read, to think and to learn are the qualities that poor students lack most. The "trying teaching method" requires students to try to practice first, find out where the difficulties are early, and then listen to the teacher's explanation. In this way, they not only learn to study, but also learn to think, and their grades will improve. Conclusions and recommendations 5. 1 conclusion
5. 1. 1 "trying teaching method" has a significant influence on the teaching effect of basketball class. The application of trial teaching method makes students obviously superior to those who don't use it in technical evaluation and testing, and makes students combine technical learning with theoretical knowledge learning to promote each other. The teaching effect achieved in reaching the standard is conducive to cultivating students' exploration spirit, self-study ability and attempt ability.
5. 1.2 The reasonable and appropriate application of "trial teaching method" in youth basketball teaching not only makes it easy for students to learn action techniques, but also helps to fully mobilize students' enthusiasm and initiative, stimulate students' positive thinking, enable students to master the essentials of action techniques, learn the knowledge and methods of physical exercise, develop their intelligence and creativity, and improve their intelligence in an all-round way.
5. 1.3 In the experiment, there are still some problems in 5. 1.4, such as teachers' application and operation of tried teaching methods, 5. 1.5 students' adaptation and acceptance of tried teaching methods, 5. 1.6.
Further research is needed.
5.2 Suggestions
5.2. 1 Strengthen teaching research, 5.2.2 improve teachers' own quality, 5.2.4 update educational concepts, and 5.2.5 run the idea of quality education through the teaching process.
In every link, in order to promote the all-round and healthy growth of students.
5.2.6 In the teaching process, 5.2.7 should give full play to the main role of students and the leading role of teachers under different teaching objects in 5.2.8.
5.2.9 In the teaching process, 5.2. 10 should guide students to think more and ask more questions, and 5.2. 1 1 should improve students' independent thinking ability.