Content area
With the reform of the physical education curriculum in colleges and universities and the updating of teachers' educational concepts, it is an inevitable trend to further explore the tennis teaching methods that align with the modernization trend and conform to the development of the times. Traditional tennis teaching methods often struggle to align with the teaching objectives and the needs of students' physical and mental development. In order to enhance classroom efficiency and students' interest in learning, as well as to foster students' independent learning ability and cooperative inquiry skills, this study analyzed the structural model of the multidimensional system feedback method based on its theoretical foundation. It designs a teaching program for the multidimensional system feedback method and proposes principles for its teaching and application. This is intended to serve as a foundation for the improved implementation of tennis teaching practices. It provides a reference for improving the implementation of tennis teaching practice and the research of tennis teaching theory.
Abstract
With the reform of the physical education curriculum in colleges and universities and the updating of teachers' educational concepts, it is an inevitable trend to further explore the tennis teaching methods that align with the modernization trend and conform to the development of the times. Traditional tennis teaching methods often struggle to align with the teaching objectives and the needs of students' physical and mental development. In order to enhance classroom efficiency and students' interest in learning, as well as to foster students' independent learning ability and cooperative inquiry skills, this study analyzed the structural model of the multidimensional system feedback method based on its theoretical foundation. It designs a teaching program for the multidimensional system feedback method and proposes principles for its teaching and application. This is intended to serve as a foundation for the improved implementation of tennis teaching practices. It provides a reference for improving the implementation of tennis teaching practice and the research of tennis teaching theory.
Keywords
Multidimensional system feedback method, college tennis, teaching program design
In recent years, tennis has been popular among students in colleges and universities, and with the increasing degree of informatization of teaching resources and diversification of teaching methods, teachers' educational concepts have been gradually optimized. However, at this stage, in the teaching of college tennis elective courses, teachers still use the traditional teaching method, ignoring the physical and mental differences between individual students, which reduces the students' classroom participation and learning enthusiasm (Qiao Yanbin, 2022). Tennis technology is relatively difficult to master, tennis selective course students are basically beginners with no foundation, which leads to teachers in the classroom often only emphasizing the teaching and training of technology (Yu Songkun et al., 2022; Wang, An-Yang et al., 2022), and this "one-sided" teaching content ignores the coordinated development of students' tennis professionalism (Zeng Qiang, 2019). The disadvantages of tennis courses based on traditional teaching methods are becoming more and more obvious, which requires teachers to further explore the tennis teaching methods in line with the development trend of modernization, therefore. This study applies the multidimensional system feedback method to the tennis course in colleges and universities, with a view to creating a learning atmosphere for students that enables them to explore independently and actively so that the tennis teaching process becomes more vivid
1. Theoretical basis of multidimensional system feedback method
The multidimensional system feedback method is the application of feedback theory, cybernetic principle, information theory principle, subject-led education theory, and motivation theory in teaching activities. Teaching activity is a process in which teachers and students influence and promote each other through the transmission and transformation of information. The rate of information conversion is the ratio of the amount of information conversion to time in the process of teaching information dissemination, and information can only be transmitted and received after conversion. Therefore, teaching expression should not only pay attention to the coding technology to reduce the distortion of the conversion but also to make the teaching expression rate and the students' information conversion rate tend to be the same. Analyzing students' learning motivation from the psychological theory of motivation can cause the internal drive of activity as well as all the activity behaviors, guiding students under a strong internal drive, which is an important factor in determining the degree of acceptance, liking, and attentiveness of students to new things. Determine the learning motivation of each student, on the basis of which you can flexibly choose the incentive means to promote the interaction and cooperation between teachers and students, to realize the teaching process with the students as the main body and the teacher as the leading.
2. The structural model of multidimensional system feedback method
The main structure of the multidimensional system feedback teaching method is composed of three major control systems, including the control system, execution system, and feedback system. The control system in teaching mainly refers to teachers, while the implementation system mainly refers to students. The teacher of the control system transmits to the students of the execution system the information about the requirements and knowledge of the students' ability, the requirements of the teaching, the design of the problems, and the objectives of the teaching. The students in the execution system acquire knowledge through the teacher's narration and observation of the teacher's demonstration and then exchange information with the teacher according to their own understanding of the knowledge, thus realizing the feedback between the teacher and the students. In addition, students can also realize the transmission and feedback of information through mutual question and answer, discussion, training, and learning. Students can carry out self-feedback of information through reading related knowledge content or teaching videos on some online platforms. In the communication with the teacher and information transfer and feedback to correct their own mistakes, the teacher of the information transmitted to the students, to give guiding suggestions and error correction processing. The multidimensional system feedback teaching method really realizes the establishment of multidimensional system feedback paths between teachers and students, students and students, and students and teaching resources, so that students can continuously enhance their understanding and mastery of knowledge and learning content through the transmission of information and feedback, and realize the achievement of teaching goals (Ma, Chi-Yu et al., 2022).
3. Teaching program design of multidimensional system feedback method in college tennis teaching
Multidimensional system feedback method first-level indicators contain teaching effect feedback, teaching organization feedback, teaching preparation feedback, classroom load feedback, and attitude feedback. The secondary indicators are thought feedback, knowledge feedback, ability feedback, guidance feedback, method feedback, process feedback, preparation feedback, lesson plan feedback, task feedback, density feedback, intensity feedback, psychological feedback, mental state feedback, instrument feedback, and teacher-student interaction feedback.
3.1 Teaching effect feedback
Teaching effect program settings need to determine the first level of indicators, and its subordinate indicators are thought feedback, knowledge feedback, and ability feedback. Teaching effect in the collective requirements of the feedback element, in order to ensure that students can get good exercise in the whole learning process, the need to complete the teaching program design to enhance the basic skills of students, through the organization of activities to enhance the intensity of collective training, so as to cultivate students' learning ability.
Tennis teaching in colleges and universities to introduce multidimensional feedback teaching methods, to the development of students' abilities as the goal, analyze the ability of students in all aspects, and through multidimensional, multilevel, multi-angle analysis, to understand the reasons affecting the enthusiasm of students' thinking, to master the teaching requirements, to analyze the reasons that lead to teaching can not be developed in accordance with the direction of the design, through the stage of the collection and processing of feedback information, so that you can grasp the basic view of the theory of information, and through this to Enhance the efficiency of information transfer. In addition, according to the viewpoint of information theory, in order to improve the efficiency of information transfer so that it can operate efficiently, it is necessary to take into account the problems of information in different environments, analyze whether the tennis teaching method has reasonable characteristics, and on this basis, ensure that the application of multidimensional feedback teaching method can accurately transfer information. In tennis teaching, students should play the main role, but there is also a need to shift away from traditional mechanical teaching methods. Attention should be given to developing students' abilities and considering the way students think and learn. It is important to address the existing shortcomings in traditional teaching promptly and utilize effective information from various teaching dimensions. Additionally, it is crucial to consider the physiological development of college and university students, aligning it with teaching objectives to actively enhance teaching practices.
3.2 Teaching organization feedback
Teaching organization feedback includes guidance feedback, method feedback, and process feedback, in the phase of classroom activities, we need to reasonably arrange the course layout, enhance the interest in the course content, refine the teaching language, highlight the key points of teaching, improve the teaching method, and actively promote the teaching work under the principle of teaching according to students' aptitude.
Cultivate students to develop a good creative ability is the goal of tennis course teaching, in the teaching process should master the application of multidimensional feedback teaching methods, and need to reasonably design the preparation feedback, organizational feedback, effect feedback, attitude feedback and review feedback, according to the teaching objectives of the integration of teaching resources, and reasonable allocation of the elements of the proportion. Creative thinking should be integrated into the tennis multidimensional feedback teaching method, using a reasonable way to cultivate students to form creative thinking and adjust the teaching plan according to the teaching objectives, through the teaching organization so that students can gradually form a creative consciousness and internalization in the learning process, so as to inspire students to create enthusiasm, to ensure that the tennis course can be carried out smoothly under the role of the multidimensional feedback teaching method, so as to improve students' Comprehensive quality and comprehensive ability.
3.3 Teaching Preparation Feedback
In the teaching preparation stage, it is necessary to determine the multidimensional system feedback method, in the feedback structure design the preparation stage of the relevant indicators, preparation feedback, lesson plan feedback, and task feedback are several aspects of teaching preparation feedback.
The use of a multidimensional system feedback method needs to determine the content of the first-level indicators, and second-level indicators, and understand the weight ratio of the first-level indicators of the second-level indicators, to determine the collective requirements feedback elements as well as the weight ratio of the collective requirements feedback elements. In the teacher preparation stage, you need to arrive in advance to check whether the equipment and other items used in teaching are complete, and at the same time, you need to clearly express the task, master the teaching key points, master the content of the teaching method is reasonable, to determine the detailed requirements of the teaching work, and on this basis, according to the requirements of the teaching organization, to ensure that the classroom layout is arranged reasonably. In addition, it is also necessary to ensure that the steps of the teaching method are rigorous and clear, which can be found in the multidimensional feedback index analysis of individual differences in students, the intervention of their learning tennis course knowledge formation, using the principle of tailored to the needs of the individual to actively promote the teaching of tennis courses.
3.4 Teaching load feedback
The multidimensional feedback teaching method in the pre-design stage needs to master the setup requirements, at the same time students' ability cultivation as the main line, and actively promote the course design in the classroom load feedback needs to master the density feedback, intensity feedback, psychological feedback design elements, large density, medium density, small density corresponds to the basic tennis technology, tennis technology formation, tennis technology consolidation respectively.
In the process of classroom load feedback allocation, make sure that the density feedback, intensity feedback, and psychological feedback can be reasonably allocated according to the teaching needs, so as to improve the rationality of teaching, take care of the students' emotions, so that their emotions can be maintained in a stable state during the learning process, and inspire the enthusiasm of students to learn according to the reasonable teaching configuration.
3.5 Learning attitude feedback
Attitude feedback is divided into mental state feedback, instrument feedback, and teacher-student interaction feedback, in the process of multidimensional feedback teaching method set up, it should be emotionally oriented so that students can regulate their own behavior in the learning process, regulate their own demeanor, and through strict requirements so that students can be dignified instrumentation to maintain a good state of mind, which is a multidimensional system of feedback method has the outstanding advantages. In addition, the attitude feedback on the evaluation of students benchmarks to ensure that the teaching evaluation can be a comprehensive examination of all aspects of the student elements, and scientific judgment of the overall state of the students (Zhu, Chao-Qiang, 2023).
4. Multidimensional system feedback method of teaching application principles
4.1 Sensory principle
The principle of sensory mainly includes the visual senses, kinesthetic senses, and absolute senses in the multidimensional system feedback method. On the one hand, teachers need to stimulate students' emotions for learning through the application of the teaching method of multidimensional system feedback method, that is, to stimulate students' interest in learning, so that students have a strong passion for learning. Teachers as the leading teaching activities, must establish a good image at the same time, but also fully understand and analyze the students, stand in the student's point of view to think about the problem, and actively through the multidimensional perspective of the information feedback to enhance the students' emotions and sensory stimulation, so that can help to play the feedback of the emotions and sensory effects, to improve the effectiveness of teaching.
4.2 Timeliness
The principle of timeliness refers to the need to grasp the correct timing of feedback, teachers need to understand the personality characteristics of students and psychological quality and learning ability, and learning situation. And in the course of the course in a timely manner to give students targeted feedback. The course activities of the students appeared in the wrong action to correct in a timely manner. In addition, the teacher must be able to reflect the principle of timeliness of the evaluation of the students, if the students make the wrong movements or produce a wrong understanding of the timely feedback and correction to deepen the students' impression of the wrong movement.
4.3 Interactivity principle
The process of tennis teaching activities in colleges and universities is often also a process of mutual interaction and engagement between teachers and students. Teachers need to enhance the interaction and interaction with students, to maintain close communication and exchange, so as to be able to realize the input and output of information and to achieve the effect of obtaining a large amount of information feedback. The principle of interactivity is often an important principle in the use of multidimensional systematic feedback teaching methods to improve the feedback process of teachers' and students' repeated information input and output. It enables teachers to have a comprehensive understanding of the students, master the students' psychological state and learning level as well as their individual needs so that they can formulate more targeted teaching programs, conduct a scientific and comprehensive assessment of the students, and then feedback to the students through the output of the information to promote students' independent learning and independent thinking as well as the cultivation of innovative ability.
Funding
This paper is supported by the 2018 Teaching Content and Curriculum System Reform Project of Liupanshui Normal University (Project Number: LPSSYjg201821).
References
Ma Chiyu, He Yuanan. (2022). Comparative study of multiple feedback teaching method and traditional physical education teaching method in the teaching of tennis elective course in colleges and universities [J]. Engineering Technology Research, 7(08):212215.
Qiao Yanbin. (2022). Status quo, problems and innovation of tennis teaching in colleges and universities in the new era [J], Contemporary Sports Science and Technology, 12(04): 157-161.
Wang AY, Wang XJ. (2022). Research on reform and strategy of tennis teaching in colleges and universities [J]. Cultural and Sports Goods and Technology, (16):181-182.
Yu Songkun, Li Zhiyuan, Wu Yehai. (2022). A practical study on the reform of "all-round" integrated tennis teaching inside and outside the classroom-Taking tennis class of Zhejiang University as an example [J]. Zhejiang Sports Science, 44(03):66-71.
Zeng Qiang, Liu Xudong, Zhang Yongping. (2019). Tennis teaching design based on constructivism theory [J]. Journal of Hubei Normal University (Natural Science Edition), 39(01).
Zhu Chaoqiang. (2023). Research on the Application of Multiple Feedback Teaching Method in Taijiquan Teaching in General Colleges and Universities [J]. Contemporary Sports Science and Technology, 13(13): 140-144.
© 2024. This article is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.