小群体教学模式是在开展体育教学活动中，采用“小组内异质、小组间同质”的异质分组原则，体育教师根据实际情况把班级内学生划分为不同的学习小组，并且依据学生的不同特质来选举出小组长，促使各个小组形成以小组长为核心的学习形式，在体育教师的观摩指导之下，小组内成员互帮互助、各司其职，各小组之间相互竞争，充分体现出学生体育学习的主体性，进而提高教学效果的一种体育教学模式。

本研究综合选用文献资料、教学实验、问卷调查以及数理统计等多重研究方法，对北京师范大学公共气排球课程中采用的小群体教学模式进行了深入的实际应用探索。研究基于全球范围内关于小群体教学模式的广泛研究现状，从其具体概念和释义入手，深入剖析了其理论与实践的根基，并详尽阐述了其教学实践流程。为进行实证研究，从北京师范大学公共气排球课程的1班和2班中随机抽取学生，并将其分为实验班和对照班。以学习动机、团队凝聚力和气排球技术水平作为评估检测的实验指标，意在对比小群体教学模式和常规体育教学模式的差异之处，从而揭示小群体教学模式在提升北京师范大学公共气排球课程教学质量当中的潜力。通过严谨的教学实验与对比分析，最终得出以下结论：

1.学习动机方面，应用小群体教学模式进行教学的实验班22名学生的学习动机比应用常规体育教学模式进行教学的对照班20名学生的学习动机有非常显著的提高，小群体教学模式更有助于提高学生的学习动机。

2.团队凝聚力方面，应用小群体教学模式进行教学的实验班22名学生的团队凝聚力比应用常规体育教学模式进行教学的对照班20名学生的团队凝聚力有非常显著的提高，小群体教学模式更有助于提高学生的团队凝聚力。

3.气排球技术水平方面，应用小群体教学模式进行教学的实验班22名学生的气排球技术水平比应用常规体育教学模式进行教学的对照班20名学生的气排球技术水平有显著性提高，小群体教学模式更有助于提高学生的气排球技术水平。

Small group teaching type is in the development of sports teaching activities, the use of "heterogeneous within the group, the group homogeneous" heterogeneous grouping principles, physical education teachers according to the actual situation of the students in the class is divided into different learning groups, and based on the different qualities of the students to elect a group leader, to promote the formation of each group to the group leader as the core of the learning form. Under the observation and guidance of the physical education teacher, the members of the group help each other and perform their own duties, and the groups compete with each other, which fully reflects the subjectivity of students' physical education learning and improves the teaching effect of a physical education teaching type.

This study uses multiple research methods, such as questionnaire survey, mathematical statistics, literature and teaching experiments, to explore the practical application of the small group teaching type adopted in the public air volleyball programme of Beijing Normal University. Based on the current status of extensive research on the small group teaching type worldwide, the study begins with its specific concepts and interpretations, analyses its theoretical and practical roots, and elaborates on its teaching practice process. For the purpose of empirical research, students were randomly selected from Class 1 and Class 2 of the public air volleyball programme at Beijing Normal University and divided into experimental and control classes. Learning motivation, team cohesion and technical level of air volleyball were used as experimental indicators for assessment and testing, with the intention of comparing the differences between the small group instruction type and the standard physical education teaching type, so as to reveal the potential of the small group teaching type in improving the teaching quality of the public air volleyball course at Beijing Normal University. Through rigorous teaching experiments and comparative analyses, the following conclusions were finally drawn:

1. In terms of learning motivation, the learning motivation of the 22 students in the experimental class taught by the small group instruction type was significantly higher than that of the 20 students in the control class taught by the standard physical instruction type, and the small group instruction type was more helpful to promote the students' learning motivation.

2. In terms of team cohesion, the team cohesion of the 22 students in the experimental class taught in the small group instruction type was significantly higher than that of the 20 students in the control class taught in the standard physical instruction type, and the small group instruction  type is more helpful to promote the improvement of students' team cohesion.

3. In terms of basic air volleyball skills, the air volleyball skills of the 22 students in the experimental class taught in the small group teaching type were significantly higher than those of the 20 students in the control class taught in the standard physical instruction type, and the small group instruction type is more helpful in promoting the improvement of the students' air volleyball skills.