E-course of College Badminton Curriculum Based on Multimedia Platform: an Experiential Teaching Metho

Headnote

Abstract: Multimedia technology has the powerful influence in the field of modern sports education, a new education method as experience teaching method will better promote the teaching effect. By using empirical analysis, the result shows that experience teaching method will increase the students' interest in learning. More than 50% students increase interest in badminton class through the experience, also the experience teaching method will promote students' physical quality and basic badminton skills. Therefore, the experiential teaching will stimulate the initiative of students learning; and will effectively improve the teaching quality of badminton courses. On this basis, we put forward relevant proposals.

Keywords: Multimedia education, experiential method, badminton curriculum, online questionnaire

1.Introduction

With the continuous progress of China's education, deepening education reform and development of physical education, scientific research has been fruitful. However the common orientation of modern education and teaching practice is to promote students all-round and harmonious development, improve the students' comprehensive quality, and achieve the teaching goal, the nation each big institutions of higher learning must be continuous innovation, accumulate experience, summed up a set of applicable in nowadays teaching methods to meet the demand the stages of contemporary college students, of course, also give us badminton teaching brought new opportunities and challenges(Zhang,20i2;Dai, 2012). Experience type teaching method is applied to the badminton teaching process, can make class teaching more lively, and for students to create a relaxed and harmonious atmosphere in the classroom. Experience of classroom teaching is by a series of conducive to the positive transfer of technology of experiential sports to guide the students to actively participate in the beginning of experience, with strong entertainment atmosphere in the classroom began learning technical movements in the, such not only can fully mobilize the enthusiasm of the students enthusiasm in learning this lesson, can further improve the interest of learning the sport of badminton, thus contributing to the future study of the teaching content(Hu, 2012; Kim,2014; Crespo,20i5). The rise of badminton sport in China is the embodiment of the people sports concept and sports function. The sport to further enrich the content of physical exercise, have also gradually become a hot item in the domestic and international mass sports and the modern sports fitness campaign of new features. This study is of mass badminton teaching reform and innovation, have important significance to break away from the universities and colleges in the traditional badminton skills teaching ideology (Sigala, 2012; Jian-hua,2012; Krstev, 2014). More and more the phenomenon of the current sports public elective course in Colleges and universities to carry out and not particularly optimistic, many students think the sports class is boring, the enthusiasm is not high, are not keen interest in learning; students appear withdrawn, alienation and other psychological problems, students analyse and solve the problem of capacity needs to be improved. So in order to adapt to the rapid development of social requirements for talent, we need to a take the student as the main body, pay attention to the teacher-student interaction, lively, interesting and strong, for the non-sports professional students this group of character and thinking characteristics of the teaching methods. It is more likely to help students to change the idea, in order to obtain a more solid knowledge.

With the popularity of badminton sport in recent years, in the sports elective course in Colleges and universities, badminton course has attracted a lot of the majority of students love, teachers how to better carry out badminton class, the use of more reasonable and effective teaching methods have become the most important badminton elective. In the process of teaching teachers cannot blindly focus on how the experience knowledge transfer to the student's mind, and to let the students learn to ask for, from their own personal experience summed up the experience of truth and to be integrated, to the teachers to obtain knowledge and ultimately more reasonable effective will be on the understanding. The experience teaching method is based on the traditional teaching methods, students acquire knowledge through experience, and meaning and emotion in learning constantly reflect experience, life experience and ability character (Huang, 2013). Therefore, attempt by the ordinary university badminton option class in the use of experiential teaching methods for teaching and research, to a certain extent in order to further improve the quality of teaching in the teaching of badminton. In order to promote the sports undertakings flourish, and thus stimulate student's sports interest in learning, the establishment of lifelong sports consciousness, this study tries to from thebadminton elective class exploring experience type teaching method application and implementation. With its from teaching and formulate relevant syllabus and all kinds of teaching documents in order to provide reference for the major colleges and universities, and have used this method of colleges and universities in improve the university badminton teaching quality, improve teaching file to provide some of the material.

2.Multimedia teaching platform

Badminton is a general physical education course in Colleges and universities. The basic technology includes the steps of lower limb, the technique of upper limb and the serving method. Because badminton movement is delicate and complex, students should grasp and improve the technical and tactical level of the project. How to innovate the badminton teaching method, give full play to the leading role of teachers and students, through access to relevant information to show that the application of multimedia assisted instruction is one of the main directions of sports teaching reform. Multimedia technology as a supplementary means of badminton teaching has many advantages, but badminton is a practical course, it is impossible to replace the traditional teaching methods. Students through the multimedia courseware to watch, for the formation of the concept of action, the formation of the action representation, correct the wrong action to get a positive effect. But the badminton as the ultimate goal of curriculum practice is to master the technical movements, achieved through traditional teaching. Therefore, multimedia technology just auxiliary means in the traditional teaching process, it cannot replace the traditional teaching method. In order to receive good teaching effect, multimedia technology should be combined with traditional teaching method.

In badminton teaching, teachers of traditional explanation and demonstration has some limitations, especially the contradiction between the demonstration action time and space, such as off air smash and demonstration may not stay in the air for students to see the details. And multimedia technology breaks through the space and time advantage, to freeze the details of its action, labeling, animated illustrations, students to provide intuitive, image of a variety of demonstration for students to understand clearly every action link, promote students to establish correct action concept and clear action representation. Therefore, the use of multimedia assisted teaching than single operation with traditional teaching in the explanation and demonstration of make it easier for students to understand and master the technical movements and make the teaching more rational and scientific.

3.Experience teaching method of badminton

3.1.Design of experiential teaching method

Experiencing type teaching method is to practice thinking development of students as the goal point, to the effective solution of practical problem as the basic support, so that teaching activities become the organic unification of teacher's guidance and students' learning activities. In the whole process of teaching experience teaching penetration in the whole teaching process, develops take the student as the center, according to the students' interests and individual differences of autonomous learning and teachers' guidance, combining, and overall development of the students' physical and mental health and improve the teaching efficiency of the teachers.

1. Beginning of the class: teachers according to the students in the experimental group, in accordance with the teaching task, the interest hobby, exercise capacity, physical quality and teaching requirements put the students in different groups, when the students in their respective groups to experience type badminton, to them were classified teaching guidance, establish action Essentials, to establish the standard of assessment. Before the students to study and practice to provide background, set up the teaching problems, inspire students before the experiential exercises of independent thinking, and promote the understanding of students' psychology of badminton skills and knowledge, stimulate students' interest in and desire for knowledge, and content to students clear the students, students in each group were to experience practice.

2. In the course: according to the instructions of teachers teaching, students learn from each other, learn from each other in their respective groups. Aiming at the error action of the students in practice and the special problems, such as hit the lofty ball hit by, twist is not sufficient, timely feedback to teachers, find out the reasons, suit the remedy to the case, and give the error correction. For a variety of issues and questions raised by the students, to give specific guidance, prescribing exercise designed to facilitate students' learning and improvement and is conducive to arouse students interest and experience a variety of ways and means of practice. According to the guidance of teachers students exercises to consolidate and improve, achieve a multiplier effect.

3. After class: experience type teaching method in addition to the application in the teaching process, in class also has wide application, by teachers to design the experience type teaching program, students can in spare time using class a more profound impression on experiential teaching method of repeated practice to imitate, so as to deepen the technical movements in the master. Teachers can appropriate arrangements for after-school exercises, through experiential exercises gradually transition to complete technical exercises, effectively consolidate and improve the degree of mastering the technical movement.

3.2.Effect of experiential teaching on learning interest

Students interested in the badminton class degree shows, through to the experimental group and control group students questionnaire investigation that, experimental group have to badminton class nearly 50% of the students are very interested in nearly 25% of the students of Badminton Class expressed interest. But the control group was only about 32% of the students are very interested in badminton, interested in badminton class students accounted for nearly 27%. The experimental group and the control group of badminton course said very interested or interested in the proportion of students is 16%. The experimental group of badminton class is not interested or not interested students is almost 0, but the control group students of badminton class is not interested or not interested in the proportion of more than 10% students. Through the experience type teaching method of the teaching experiment, the experimental group and the control group in the level of interest of Badminton Class showed significant difference. The students in the experimental group through a semester of experiential learning can have a great interest in badminton class. The results show that the experiential teaching method can improve students' learning interest in badminton, which has promoted the popularity and development of badminton in a certain extent. Today is the badminton movement the most popular time, good badminton skills can not only achieve physical fitness, more able to meet the needs of contemporary people to pursue fashion? At the same time, in contemporary people gradually pay attention to physical exercise of society, palm grip a sport skills into the communication between people of the most effective way. Therefore, in the sports option class, badminton class into the one of the majority of students love project. However, teachers should want to in the original foundation to further improve the attitude of students towards badminton, requires teachers with good teaching methods to guide, experiential teaching method fully embodies the teachers' effective guide and promote the students' interest in training. So the experience type teaching method plays an important role in the popularization and development of badminton sport.

4.Empirical analysis

4.1. Physical fitness test

Physical education teachers in the school sports science experts, curriculum theory expert, and ordinary institutions of higher learning and Dean of faculty, colleges and universities are a large number of interviews, access to a large number of a wealth of information about experiential teaching method in badminton as a selective course in application. In particular, in-depth interviews of College P.E. teachers, understanding of the experiment in the presence of difficulties and problems, for the application of experiential teaching methods to provide the objective and real data, make the experience type teaching method in badminton as a selective course in the application is more practical and fit. According to the specific research direction, through access to a lot of literature and combined with my own experience design two copies of the first draft of the questionnaire, followed by visits to relevant experts, analysis and review of many experts, I also according to the opinions and suggestions of the experts, the questionnaire were finishing, modify and perfect, eventually forming can effectively reflect the badminton to students learning interest and teaching and the special quality index of the formal questionnaire. In order to determine the experimental group and the control group homogeneity, in order to ensure the validity of this experiment has high, before the experiment of experimental group and control group were pre-test, test content includes the student's basic physical fitness, badminton skills test, badminton first began to learn learning motivation survey. In addition, our results on students' physical test summary table as follow:

Before the experiment, were experimental group of NanJing XiaoZhuang University and control group students the forehand the lofty ball, forehand hitting the lofty goals and forehand network before rubbing ball test. Forehand made the evaluation criteria of the lofty goals that serve to singles and doubles service line between effective; forehand hit the lofty goal of evaluation criteria: to play to the singles and doubles service line for effective; forehand before rubbing ball evaluation standard for: placement of the ball is the distance the net vertical line one meter or less for. Required tests shall be carried out technical checks by experienced badminton teachers; specific operation is completed by him. The experimental group and the control group badminton single technology test results as table 2:

4.2.Badminton technology evaluation

An essential feature of the experience teaching method is to stimulate the students' emotion, to promote students' cognitive activities. And teaching demonstration law only the objects, teaching aids presented to students or teachers simply do demonstration experiments, although there are intuitive, but only object can only lead to students cold intelligence operations, and can't play of emotion. A comparative analysis on the influence of the experience teaching method and the traditional teaching method of the teaching quality of badminton elective single technology, test results and analysis are shown in table 3.

In the badminton elective course teaching, integrated test evaluation can effectively reflect student learning effects. In the semester curriculum, teachers should properly organized teaching competition, this will enable students to be learned in the classroom of the technical action of stage of consolidation and further improve, at the same time, in various stages of teaching the game to make the students timely found the existence of their own lack of, and feedback to the discussion of the shortcomings and deficiencies through the communication between students and teachers, and ultimately to be corrected. The following is a comprehensive test of the university badminton elective course of the result of the specific evaluation index, as table 4.

In the experience type teaching, teachers through the organization of arrangement reasonable teaching the game to enable students to understand a certain stage of their own, teaching competition here is not only refers to the game of badminton's teaching, also includes the experience type teaching competition, teachers in order to promote the students' understanding of the teaching content, before class design experience. However, in order to further enhance the students' interest and understanding of the teaching content, teachers can will experience a type scheme is presented in the form of game teaching. The student experience at the same time, and can feel the joy of success. The average integrated test can effectively reflect the students throughout the semester learning effect, and through the concrete test results can be timely feedback to the students their own shortcomings and deficiencies exist. However, through the experimental study of experiential teaching methods show that experiential teaching method can effectively improve the level of comprehensive testing of students. Students' self-evaluation table as shown in table 5:

5.Conclusions

In the teaching process, learning attitude of teachers' teaching methods and teaching art students have a more important influence. In badminton teaching process, students' learning attitude directly affects the teachers' teaching and students' learning process: a good learning attitude can help to teachers in teaching give full play to its advantages, and with a more positive attitude to create a more perfect teaching plan. At the same time, students have a good learning attitude, will directly promote the students' learning effect is good or bad; therefore, this study through the student self-evaluation of badminton teaching content and to the badminton teaching classroom group.

Evaluate the organization of learning attitude of students, so as to achieve the purpose of testing the experience type teaching method. Each student due to many reasons of their growth environment, cognitive level, and interest, hobbies and so lead on all aspects of the teaching factors have different understanding, will eventually manifested in the understanding of classroom learning. Therefore, in the experience of teaching process, the teacher will give full consideration to provide independent thinking, and create opportunities for students, and let them experience the joy of success in the performance of the process. At the same time, students in experiential education of the learning process, can further improve their own shortcomings and deficiencies, teachers will also be arranging different experiential scheme according to the students of their own characteristics, fully mobilize all the students enthusiasm for learning, and improve their cognitive level and theoretical level and practical level. In the experiential teaching process, teachers will use experience of sports to promote students' learning the technical movement, and then follow the sport technique learning rules, so that the technology learning can proceed in an orderly way, interlocking and step by step. However in the teaching, teachers pay more attention to the students of learning content of active reflection, discuss and share. Therefore, the experience type teaching method not only in a certain extent is conducive to students' mastery of technology, and more conducive to the students to analyze and solve problems ability training. The requirements of the teaching program of teachers in the teaching process to give full play to students' subjectivity, respect students' individual differences.

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