1、1The Study on Sports Aerobics Education based on Multimedia Technology（Wuhan University of Technology, Hubei Wuhan, 430070） Abstract. The multi-media teaching for sports aerobics, which takes the students study as the center, pays great attention to the learning environment design, through the direc
2、t-viewing vivid demonstration, organically unifies the theory explanation and the movement practice is helpful in making the student to establish the correct technical movement concept, and then raise the utilization rate of effective time in class, and increase the teaching information capacity. Th
3、e grades the sports aerobics received in the experiment group are better than those of the students in control group. The teaching effect has the significance difference. The effects of multi-media teachings application in sports aerobics class is remarkable, which has fully displayed superiority of
4、 the modernization teaching means, meets the requirement of educational reform development, the “a pair of host” multi-media teaching models which takes the teacher as the leadership, takes the student as the main body is benefit to the 2improvement of teaching quality. Key words: multimedia technol
5、ogy; teaching; sports aerobics 1 Introduction The multimedia teaching first appeared in the 1980 s. At that time, it usually uses the many kinds of electronic media such as sound recording, video recording, slide show, and projection, comprehensive use unified classroom teaching. After the 90 s, the
6、 computer multi-media technology began to enter into the field of foreign language teaching. With the rapid development of computer technology and popularization, multimedia computer has gradually replaced the comprehensive use of multimedia teaching before. Multimedia computer aided teaching of org
7、anic union, according to each element of the teaching requirements, and shows through the screen or stick out of the camera, at the same time the coordination voice according to demand and human-computer interaction between the user and the computer operation, and complete the teaching and the train
8、ing process. CAI can closely combined with many kinds of teaching methods, such as object teaching, the heuristic teaching, seeing and hearing strengthen education, fully adjust students vision and hearing, stimulate students various senses function, implements multiple senses of the organic 3synthe
9、sis applications. So vivid intuitively demonstrates in front of the student through the multi-level and perspectives, and students study enthusiasm and mobilization maximum limit, so as to achieve the purpose of the education innovation thought and stimulate students to study and improve students at
10、tract all kinds of ability. Sports aerobics is a can also show that constantly complex, high intensity exercise in music accompaniment. Along with the development of the aerobics technology, has become the technical difficulty is higher, but the standard evaluation not reduced. So, this requires a n
11、ew breakthrough calisthenics teaching method and the teaching media aspects. But make full use of modern teaching means to provide information and technical conditions for the best combining site calisthenics teaching reform. 2 Methods By consulting relative documents and books and mastering certain
12、 teaching theory and methods, the designing conception of scientific experiments for the applying model which is the optimal combination of aerobic teaching course in assisting physical education will be realized. The determination of the questionnaire-provide object. Before the experiment all the s
13、tudents of both experimental 4group and control group are the questionnaire-provide object, The purpose is to find out whether or not there are differences of basic situation between the two groups of students through the questionnaire; After the experiment the experimental group also had a question
14、naire survey of the feeling for multi-media assisted instruction. All the provided questionnaires have been recovered. The effective percentage of the questionnaire is 100%. By reading the relevant information and access to aerobics teaching experts, the content and structure of the questionnaire wa
15、s revised and improved, And then passed the test of 15 experts on the validity of the questionnaire, finally the questionnaire of this teaching experiment has been determined. Use the test-retest method, in two weeks after the first questionnaire, the same questionnaire was used again to all student
16、s. The results show that between the two respondents in the survey, Spearman correlation coefficient(N 0.05, indicating that there is no significant difference between the two classes before the experiments. Use the grouping “single-blind“ teaching experiment to test the difference of teaching effec
17、t between multi-groups and multi-group pairs, so that the teaching effect of the multi-media classroom could be inspected and verified. In order to avoid influences of systemic difference in the groups before the experiment, we equalized the factors, such as age, stature, physical quality of student
18、s from experiment group and control group, for equalizing the non-experimental factors rationalizing the division, and satisfying the requirement of experiment condition. In order to implement multi-media teaching we design and develop 6students-centered gymnastics CAI with close scene of teaching a
19、nd interactive audio-visual and vivid pictures all rolled into oneThe courseware takes a cognitive theory as a guide, regards demonstrations, mock scenarios and questions as the mode of teaching strategies，employs text, graphics, images, animation, audio and video images for teaching media, Windows9
20、8/2000/XP as a platform for support, Authorware6.0 and Dreamweaver4.0 as development tools The main content of the whole framework including courseware t: each of the basic skills analysis, the basic skill teaching, action-correction method, the referee method, and so on. The Application of the exam
21、ination questions and lots of images, the images to create the vivid, courseware multi-faceted, multi-angle model, with a full or partial technology as much as possible. Strong interaction is its another important advantage. The information given in the form of dynamic model based on language text a
22、nd images to optimize the teaching effect. Courseware-design steps: (1) the software design, (2) structural design, and (3) the multimedia material preparation, (4) software overall synthesis, (5) Courseware test; (6) evaluation and analysis of courseware, and (7) software products. In this process,
23、 a very important part of 7the script is based on a variety of materials card (including text, graphics, animation, voice and video, etc.). Apart from the above, a big part of the problem is vanity background color and luminance match, adjust the media screen size, shape design, etc. 3 Results In or
24、der to verify that two different teaching methods on the experimental group, the control group of students to study effect, please experienced aerobics teacher based on criteria developed by the two groups of students scoring after the experiment. Test results show that the experimental group and co
25、ntrol group performance standards and technical assessment results are significantly different. Aerobics classes is superior to the control classes in the experimental technology, Technical assessment results mean not only better than the control class, P0.01,but also have a very significant differe
26、nce. In the mean on standard achievement tests，Aerobics classes is also superior to the control classes（p0.05, and have a significant difference. Dozens of studies (McKeachie1986) show, College feel more effective to classroom teaching, their collective assessment of the average is related to their
27、average performance. As the 8experiment with no corresponding control group, the method of testing Changes in student achievement is on lack of Basis; In addition, as the experiment lasted too long, it is not to use the classroom observation assessment methods. Therefore, it uses the questionnaires
28、and discussions of combining method to assess the effect of experiment. After teaching experiment, for students in the experimental group had a multi-media teaching and learning performance of the survey results show that Teachers have higher levels of multimedia features this multi-media classroom
29、teaching has created conditions, Comprehensive approach coefficient F is 0.71, this was followed by the multi-media teaching and learning performance of students and post-harvest, The overall evaluation of the effectiveness of teaching is good (F=0.69). Through multi-media teaching and training, stu
30、dents were satisfied with the results for their study, in the use of multimedia in teaching, as well as highlight the major and difficult to carry out the teach, the students also evaluate the higher. As the use of multimedia in teaching, the key of solving the emphasis and difficulty in teaching li
31、es in following the laws of the characteristics of teaching、choosing teaching methods and multimedia law. One purpose of the reform of the teaching mode is to 9stimulate the formation of individualized learning approach and the development of self-learning ability. We measured the students self-lear
32、ning ability in experimental and controlled class after multi-media teaching approach has been proceed for nearly a year. After revising the self-study questionnaire of network teaching work made by Liu Jie, Zeng Xu, etc, at Southwest University of Science and Technology, we find that self-learning
33、is divided into 8 parts: learning motivation, environment, method, process, result, innovation and overall evaluation of self-learning and those 8 parts are made into rating-scale chart. The analysis of variation of self-learning ability showed that the experimental class is better than the control
34、class and the mean grade of experimental class is higher than controlled class to 12.9748. From the point of view of standard deviation, experimental students self-learning ability is higher than controlled class indicating the imbalance and polarization. 4 Discussions In aerobics class, multimedia
35、teaching method can inspire students interest, let the student active learning with passion, strong motivation, can have a positive effect in the process of learning. So in the same number of hours of 10multimedia courseware students can learn more knowledge and skills. The students and the traditio
36、nal teaching mode and multimedia passive and behavior has positive, because audio-visual method to provide students with a variety of comprehensive sensory stimulation, and make the teaching aerobic exercise more intuitive and more image, more attractive. And in the process learning knowledge, techn
37、ology and skills of sports activities, students can stimulate their consciousness maximization. In addition to the performance of the teaching content, multimedia method to make the students choose to study the content, and on the basis of preliminary knowledge and behavior, can strengthen interacti
38、on between teachers and students, the student, the student, the student, the computer, thus forming open and active communication environment. This will help students to acquire and maintain knowledge, broaden their area of study. And in the same number of hours of the students can learn more knowle
39、dge, technology and skills to improve the quality of teaching. Why students like teaching mode, and the combination of classroom teaching and multimedia through model to explain said they hoped their teacher continue to display the function of the classroom organize and guide. The teacher is the knowledge, organizers of
