In order to improve the teaching quality of basketball elective courses in colleges and universities and reform the teaching methods of basketball technology, the methods of literature review, teaching experiment and mathematical statistics are adopted to implement the multi-feedback teaching method in the teaching process of basketball technology, and the experimental data are statistically analyzed through pre-test, mid-test and post-test. The results show that the students in the experimental group are obviously superior to the control group in evaluation scores and improvement range, and there are significant differences between the two groups. The rational application of multi-feedback teaching method in college basketball technology teaching can effectively improve students' subjectivity, create a good teaching atmosphere and improve teaching quality.
Keywords: multiple feedback teaching method; Basketball technical teaching; quality of teaching
"Multi-feedback teaching method" refers to a teaching method based on cybernetics, information theory and system theory, combined with modern psychology and teaching theory [1]. Its main purpose is to emphasize the diversity and interaction of teaching information transmission in the teaching process, get rid of the traditional injection teaching, and in the atmosphere of teacher-student cooperation, teachers guide students to learn systematically, aiming at rational use of knowledge and development of skills, and highlight information in the teaching process. Basketball teaching is an important content of physical education in colleges and universities, and it is also a highly technical practical course. In basketball classroom teaching, the multi-feedback teaching method is used to advocate the diversity of modern physical education teaching, and students are required to observe, analyze and solve problems in skill learning, so as to comprehensively improve their comprehensive ability and technical level.
The research object and method of 1
1. 1 research object. Two classes were randomly selected from the teaching class of public sports basketball optional course of grade 20 16 in Guangxi University of Finance and Economics, of which grade 20 16 1 class was the experimental class and two classes were the control class, with 25 students in each class. 1.2 research methods. 1.2. 1 literature method. Read monographs and search journals, and collect relevant research materials of "Multiple Feedback Teaching Method" to lay a theoretical foundation for this experimental study. 1.2.2 experimental method. The experimental group adopted the multi-feedback teaching method, while the control group adopted the conventional teaching method, respectively, for 32 hours of basketball technical teaching. The experimental group is taught by researchers, while the control group is taught by teachers who are equivalent to researchers in many ways. The two groups of teaching ensure the consistency of teaching number, teaching time, teaching content and venue equipment. The whole teaching experiment adopts the experimental design of pre-test, mid-test and post-test. Before the experiment, the basic exercise level and body shape indexes of the two classes were tested. The basketball skills of two classes were tested in the experiment, and the basketball skills were tested after the experiment. All the assessment contents of the two classes are carried out simultaneously in the form of separation of teaching and examination. 1.3 mathematical statistics method. For the data collected by pre-test, mid-test and post-test, SPSS2 1.0 was used to establish a database and analyze the data.
2 Results and analysis
2. 1 analysis of pretest results. In order to ensure the reliability of this experiment and exclude the influence and interference of other factors, the indicators of students' basic physical condition and basketball-related sports ability are used as pre-test indicators to understand the basic situation of students, which belongs to the feedforward information of the experiment [2]. See table 1 for the test results. The results show that there is no significant difference in basic physical fitness and basketball ability between the experimental group and the control group. According to the above results, it can be considered that the two groups of students will not interfere with this experiment at least from the perspective of body shape and basketball-related sports ability before the experiment, and the internal validity of the experiment is high. 2.2 Analysis of the results of the mid-test in the experiment. In the middle of the experiment, the basketball technical level of the students in the experimental class and the control class was tested respectively. The results are shown in Table 2. In the horizontal comparison between the experimental group and the control group, it is found that the four technical evaluation scores and average scores of the experimental group are better than those of the control group, and there are significant differences among the five groups. In view of this result, it can be explained as follows: with the deepening of multi-feedback teaching method in teaching, students in the experimental group are more likely to get evaluations from themselves, peers and teachers, and it is easier to form frequent interactions in the classroom. At the same time, teachers can give timely feedback purposefully according to the evaluation results to help students find, analyze and solve problems, so that students can know the completion information of their own technical actions and promote the achievement of stage goals. Similarly, at the end of each technical link or unit, teachers can adjust the teaching process in the next stage in time according to the completion of students' technical actions, and continue to consolidate and feedback repeatedly in a targeted manner, thus prompting students to master the whole technical link. 2.3 Post-test result analysis. Through 32 hours of teaching practice, this experiment has achieved the final evaluation results of basketball skills, as shown in Table 3. The results showed that the four evaluation results and average scores of the experimental group were significantly better than those of the control group, and the average scores of each item were higher than 1 1.88 points, with significant differences. It can be seen that there are significant differences between the experimental group and the control group in the overall mastery level of technical movements and the degree of action norms when using the multi-feedback teaching method in basketball teaching. Although the students' scores in different groups have been improved to some extent after the experiment, in order to more intuitively see the influence of different teaching methods on the changes of students' evaluation scores, the average score of the experimental group in the later stage of the experiment is higher than that in the middle stage of the experiment by 15.46% (algorithm: (83.88-72.65 is the same, the average score of the control group is the same. Overall analysis of the above results: (1) Explain from the feedback channel of teaching information. There are three kinds of feedback channels in the process of basketball teaching: one is the feedback between teachers and students; Second, information feedback between students; Third, students' self-feedback [3]. In the teaching process, these three feedback channels can not only promote the multi-directional circulation and exchange of teaching information, but also ensure that teachers help the vast majority of students. This kind of help is reflected in the direct guidance of teachers, mutual help among students, and students' own observation, discovery, analysis and problem solving. When the multi-feedback teaching method runs through the whole teaching process, students with different technical levels can gradually master the essentials of action through their own problem solving or the help of their peers, and further stimulate their enthusiasm for learning. Coupled with the teacher's evaluation and encouragement, students are more likely to develop good study habits and create a more harmonious teaching atmosphere while improving the teaching quality. (2) "Multiple Feedback Teaching Method" is easier to follow the formation process of basketball technical movements. The formation of basketball technical movements needs to go through a stage from generalization to differentiation to automation [4], which is a kind of athletic ability obtained through continuous practice. In the whole process of technical formation, the feedback of motor skills is essential. Feedback of motor skills can help students get the necessary information when doing actions. By comparing standard movements, they can constantly adjust and correct themselves. If students lack the necessary information feedback, or have been studying without information feedback, students will easily have a slack mentality, which will greatly reduce their learning motivation; On the contrary, if we can run through the action feedback information from beginning to end, and know the shortcomings or phased achievements of our actions in the whole teaching process, we will constantly stimulate students' learning motivation and improve their subjectivity in the teaching process.
3 Conclusions and suggestions
3. 1 conclusion. The application of "multiple feedback teaching method" in the teaching process of the experimental group has achieved remarkable benefits compared with the traditional teaching method of the control group. "Multi-feedback teaching method" can effectively promote the multi-directional circulation of teaching information, promote the interaction between teachers and students, promote the rational optimization of teaching programs, create a harmonious and active teaching atmosphere, facilitate teachers' control of the classroom, and realize the continuous improvement of the teaching quality of basketball optional courses in colleges and universities. 3.2 suggestions. Adopting the "multi-feedback teaching method" in teaching practice can help students know the mastery of skills in time, further improve the whole teaching process and constantly adjust and optimize the teaching plan. Experiments show that this teaching method can obviously promote students' sports skills and improve teaching quality. It is suggested that the multi-feedback teaching method should be popularized in basketball technical teaching in colleges and universities.
refer to
[1] Wang Yunjun. Cybernetics and physical education classroom teaching management [J]. Modern Communication, 2017 (13):138.
[2] Shan Shuguang. Research on technical statistical index and analysis and evaluation of basketball match [D]. Beijing: Beijing Sport University, 2007.
[3] Zhang Quanning, Zhao Xinmin. Experimental study on the teaching method of multiple feedback in basketball teaching [J]. Physical Education, 20 1 1(24):80-82.
[4] Yu. Research on the cultivation of technical teaching ability of basketball students majoring in physical education in Wuhan Institute of Physical Education [D]. Wuhan Institute of Physical Education, 20 16.
;