Experimental Intervention on the Influence of Six Weeks' Content Knowledge on Students' Written Test Achievement

Overview

Brief Summary . This experiment aims to use two different teaching methods to intervene in students' learning and find out which teaching method is more conducive to improving students' written test achievement. The experiment will use a 6-the investigator seek workshop intervention to enhance students' written test achievement. The investigation is divided into workshop groups and standard teaching groups. The most significant difference better investigators the two groups are that the workshop group has oral links and guarantees. The similarities between investigators in the two groups are teacher qualifications, intervention time, content, and research objects. Based on content knowledge learning, content knowledge is divided into six categories for detailed intervention. First, the investigators will do a 6-the investigator seek intervention for two groups (workshop style and standard teaching style). The difference better investigators two is whether there is a video teaching link, and the same is that there are oral links. The entire experiment was carried out in the classroom with the school's consent. Use written exams to check student scores. Students have special teachers responsible for teaching specific content knowledge during class, standard learning after class does not require special care, and the experiment is not risky. Hypothesis including as follow:1 ) General Hypothesis. There is no significant difference in the written test results of the prior theoretical knowledge 、health promotion knowledge、 physical exercise knowledge control group, with experimental group performance among PE students in China. 2) Specific Hypothesis. The specific hypothesis of this study is to investigate the effect of a 6-weeks content knowledge workshop on written test performance among PE students in China. The detailed hypothesis is: There is no significant difference between the control and experimental groups in the sports training design、the teaching design 、the muscle function system、the exercise physiology、the competition venue planning、the referee rules written test performance among PE students in China.

Detailed Description Location.The University of China. In terms of students, the proportion of people who choose to work is high, while the proportion of people who choose to continue their postgraduate entrance tests is negligible. Sports graduates account for 70% of a Province, and students have not participated in workshop study. On the school side, the school has perfect teaching equipment to meet the experimental requirements, conducive to better completion. The analysis of intervention Plan-same characteristics mainly includes two parts: Teacher qualification and student qualifications. In the first part, workshop group and standard teaching group, teacher Qualification, same qualification and titles, both have one same teacher majors: physical education, similar experience: minimum more than ten years.No students have received this courses before the study. The second part is the age, major and educational background of students. For example, students with similar educational backgrounds, aged 19 and 25, are all majors in physical education.No students have received these courses before the study. This part discusses the details of the 6-the investigator seeks workshop and standard teaching intervention. First and foremost, CK includes three categories. Then, the deeper level is divided into six parts: methods and plans, class hour teaching plan, muscle exercise, energy supply, breathing and exercise circulation and exercise, athletic and basketball venue, basketball, and football rules. On the other hand, there are two lessons; each class is 1.5 hours. This is a one-class training plan, mainly divided into other structures. A training session explicitly includes three parts. To start with, the intervention content includes step 1-An, an overview, and introduction, step 2-Students formed groups, step 3-Oral test assessment. The first part includes: The teacher introduced the purpose of the study, expectations, and discussion of the principles of sports training design. Next, the investigators learn to design, muscle function, and exercise physiology system-rest time. The second part includes introducing the purpose of the study, expectations, and discussion of the principles of sports training design. They the investigators learn content related to design and muscle function and exercise physiology systems. Rest time Divided into three groups and rotated roles of teacher, students, 8 / group. They the investigators learn by the reciprocal peer learning instructional model. The third part includes introducing the purpose of the study, expectations, and discussion of the principles of sports training design. They the investigators learn content related to design and muscle function and exercise physiology systems. Rest time Divided into three groups and rotated roles of teacher, students, 8 / group. They the investigators learn by the reciprocal peer learning instructional model. Students the investigators prompted to switch teacher roles, student every 10 min-evaluation through check sheets and oral test ( 90% or better correct and the investigators ).