《义务教育课程标准（体育与健康）》在教学理念模块提出了注重教学方式改革的要求，即要求广大一线体育教师应更加重视以学生为本，突出以学生为主体的教学观，完成从过去的以“知识和技能为本”到“以学生发展为本”的一大转变。体育教学不应只是教师的单向传授，而应转变为师生的双向交流，并倡导教师讲解示范，实现学生在教师引导下自主学习，合作学习，探究学习的有机结合。

TGT教学法，又称小组游戏竞赛法，英文全称Team-Game-Tournament，是迪沃里斯和斯莱文1978年设计的一种小组合作学习方法。是以合作型学习为主要方式，在倡导合作学习理念的基础上，通过合理分配后组建队伍创建竞赛的一种教学方法。其核心观念在于将学生分组，并根据不同的能力水平形成小组。在这样的学习环境中，学生通过小组内合作和小组间竞赛的方式达到学习目标。TGT教学法主要有小组划分遵照组内异质组间同质原则、组内合作组间竞争、责任延伸以及成功机会均等四大特征。在教师的引导下，TGT教学法能够成为一种有效的教学模式，提升学生的学习成绩，培养学生全面发展所需的综合能力。

为贯彻新课标的教育理念，提高体育教学质量和有效实现体育育人目标，本研究将TGT教学法融入到水平四体育课篮球教学中，研究TGT教学法与传统体育教学对水平四学生的基本身体素质、篮球基本技术、体育学习兴趣程度所产生的不同影响。此次研究采用了访谈法、问卷调查法、教学实验法、数理统计法、文献资料分析法，在实验前后对学生基本身体素质、篮球基本技术、体育学习兴趣程度、合作倾向的实验结果进行对比分析，研究得出的结果具体如下：

1.在身体素质方面，实验前后并未呈现统计学差异。身体素质的发展是一个长期的、线性的过程，传统教学法与TGT教学法在实验班和对照班在身体素质方面均未出现统计学差异，身体素质的提升需要长时间的坚持和系统的训练。

2.在篮球基本技术成绩方面，TGT教学法在提高学生某些篮球技能方面有一定效果，但并非所有技能都能在短时间内得到显著提升。传统教学法在提高半场来回运球上篮成绩上也同样有效，但定点投篮成绩上同样没有显著进步。

3.体育学习兴趣与合作倾向上，与传统教学法相比，TGT教学法在提高学生体育学习兴趣方面表现出明显优势。这主要体现在积极兴趣维度的显著提高和消极情绪维度的显著下降。同时，TGT教学法通过合作竞赛的学习方式，也提高了学生的运动参与度和合作倾向。这表明TGT教学法在激发学生个体责任感、提高学习兴趣和促进合作学习方面具有积极作用。

4.实验结果表明传统体育教学方法对提高学生的体育学习兴趣帮助不大，但对于增强学生对体育的认识有一定作用。

结论

TGT教学法有助于提高学生的篮球基本技术

TGT教学法有助于提高学生的体育学习兴趣

TGT教学法有助于提高学生的合作倾向

The "Compulsory Education Curriculum Standards (Physical Education and Health)" requires that teachers in the first line P. E. teachers should attach more importance to students, highlight the student-centered teaching concept, and complete a major change from "knowledge and skill-oriented" to "student-development-oriented" in the past. Physical education teaching should not only be a one-way teaching by teachers, and teachers should be advocated to explain and demonstrate, so as to realize the organic combination of students' independent learning, and inquiry learning under the guidance of teachers.

The TGT method, also known as the group game competition method, is a group cooperative learning method devised by Devolis and Slevin in 1978. It is a teaching method that takes cooperative learning as the main way, advocates the concept of cooperative learning, and forms a team to create a competition through reasonable distribution. The core concept is to divide students into groups and form groups according to different levels of ability. The TGT method is a teaching strategy developed based on the theory of cooperative learning, which aims to stimulate students' motivation to learn, promote interaction and cooperation among students, and increase the sense of fun and participation in learning by integrating elements of group cooperation and game competition. The TGT teaching method is mainly divided into three characteristics: group division, following the principle of heterogeneity within the group, homogeneity between groups, cooperation within the group, competition between groups, and extension of responsibilities. Under the guidance of teachers, the TGT pedagogy can be an effective model to improve students' academic performance and cultivate students' comprehensive abilities for all-round development.

In order to implement the educational concept of the new curriculum standard, improve the quality of physical education teaching and effectively achieve the goal of physical education, this study integrated the TGT teaching method into the basketball teaching of Level 4 physical education, and studied the different effects of TGT teaching method and traditional physical education teaching on the basic physical fitness, basic basketball skills and interest in physical education of Level 4 students. In this study, the interview method, questionnaire survey method, teaching experiment method, mathematical statistics method, and literature analysis method were used to compare and analyze the experimental results of students' basic physical fitness, basic

basketball skills, interest in physical education, and cooperation tendency before and after the experiment, and the results obtained are as follows:

1. The development of physical fitness is a long-term and linear process, and there is no significant difference between the traditional teaching method and the TGT teaching method in terms of physical fitness between the experimental class and the control class, and the improvement of physical fitness requires long-term persistence and systematic training.

2. In terms of basic basketball skills, the TGT teaching method has a certain effect in improving some basketball skills of students, but not all skills can be significantly improved in a short period of time. Traditional methods were equally effective in improving half-court dribble layups, but there was also no significant improvement in set-up shooting scores.

3. Compared with the traditional teaching method, the TGT teaching method has obvious advantages in improving students' interest in physical education. This is mainly reflected in the significant increase in the positive interest dimension and the significant decrease in the negative emotion dimension. This shows that the TGT pedagogy has a positive effect on stimulating students' sense of individual responsibility, increasing their interest in learning and promoting cooperative learning.

4. The experiment shows that the traditional P. E. teaching can't improve the students' PE interest, but it can improve the students' cognition of P. E.

conclusion

1. The TGT pedagogy helps to improve students' basic basketball skills

2. The TGT teaching method helps to increase students' interest in physical education

3. The TGT pedagogy helps to improve students' propensity to cooperate