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Application of asynchronous teaching method in College Basketball Course

机译:异步教学方法在大学篮球课程中的应用

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This study compared the changes of asynchronous teaching method and traditional teaching method on students' physical quality, basketball technology and learning state. The construction of heterogeneous learning groups is divided according to the principles of inter-group homogeneity and intra-group heterogeneity. In the experimental group, the proportion of students in the improved group, the consolidation group and the basic group is about 1:3:3. After a semester of teaching, it is found that the experimental group (asynchronous teaching method) compared to the control group (traditional teaching method): 1) there is no difference between the two groups in the physical examination; 2) there is no difference in the basic skills of basketball, and there is a significant difference in the scores of V word dribble running (p<0.05), and there is a very significant difference in the swerving dribble (p<0.01); 3) there is significant difference in learning motivation (p<0.05), and there is a very significant difference in learning interest and attitude towards learning (p<0.01). This paper also summarizes the advantages of implement asynchronous teaching method.
机译:本研究比较了异步教学方法和传统教学方法对学生体质,篮球技术和学习状态的变化。根据群间均匀性和基于局内异质性的原理分割异质学习群的构建。在实验组中,改进组的学生比例,合并组和基本组的比例约为1:3:3。在教学学期后,发现实验组(异步教学方法)与对照组(传统教学方法)相比(传统教学方法):1)体检中两组之间没有差异; 2)篮球的基本技能没有差异,V字运行的分数有显着差异(P <0.05),促进运球的越差差异非常显着(P <0.01); 3)学习动机有显着差异(P <0.05),学习兴趣和学习态度存在非常重要的差异(P <0.01)。本文还总结了实施异步教学方法的优势。

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