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采用教学实验法对PBT教学模式和传统教学模式在体育专业理论课程的应用进行对照分析。实验组和对照组均以运动解剖学理论课程为例,研究结果表明:实验组在运动解剖学理论知识的掌握及课堂表现等方面较对照组具有显著性差异(P<0.05);实验组在总成绩考核评价方面明显优于对照组;实验组在收集资料、分析解决问题、语言表达能力、团队合作能力及学习积极性有着突出的效果。在此基础上提出PBT教学法针对理论课程改革的有效途径:加强问题引导,带动学生学习,完善学生知识学习覆盖面;优化教师知识结构,增强交叉知识理论学习;结合高校教学指导纲要,创设合理的问题情境;改革现有教学模式,深化教学改革。
The teaching experiment method is used to compare the application of PBT teaching mode and traditional teaching mode in PE specialty theory course. The experimental group and the control group all took the sports anatomy theory course as an example, and the results showed that the experimental group had significant difference (P <0.05) from the control group in grasping the theoretical knowledge of sports anatomy and classroom performance, The evaluation results of the total score were significantly better than the control group. The experimental group had outstanding results in collecting data, analyzing and solving problems, language skills, teamwork ability and learning enthusiasm. On this basis, put forward PBT teaching method for the effective reform of theoretical courses: to strengthen the guidance of the problem, to promote student learning, improve student learning coverage; optimize the knowledge structure of teachers, and enhance the cross-knowledge theory; combined with the teaching guidelines for colleges and universities to create a reasonable Problem situation; reform the existing teaching mode, deepen the teaching reform.