教育是国之大计，党之大计，是培养社会主义建设者和接班人的根本遵循和 基础前提。推进高等教育现代化是当前教育教学的核心任务。体育教育教学作为 高等教育现代化的重要组成部分，其学生的课堂参与度是决定教学质量和生存发 展的关键因素，影响了大学生的运动兴趣、运动技能的掌握程度、意志品质的培 养高度。体育教学方法改革是促进高校体育教育教学质量、人才培养质量提升的 重要动力。排球课程教学作为体育教育教学的重要组成，如何通过教学方法改革 提升大学生公体排球课堂参与度是深化高校排球教学改革的重要问题。 本研究采用文献资料法、问卷调查法、教学实验法、数理统计法等方法，探 究任务驱动教学法能否提升大学生公体排球课堂的参与度，并对其作用效果进行 分析，提出针对性的教学建议，对于进一步丰富高校排球课程教学理论，促进大 学生排球课堂参与具有一定的意义和价值。研究结果： （1）实验前后实验班和对照班学生的排球技术水平均得到了提升，P 值分 别为 0.049 和 0.046，P<0.05)，具有显著差异,且实验班学生垫球和传球成绩的均 值显著高于对照班。 （2）实验前后实验班学生的排球课堂整体参与度得到了显著提升，认知和 情感参与度提升较为明显（P<0.05），行为参与度提升虽不明显，但其实验后的 均值仍高于对照班。 （3）实验后对实验班学生的调查结果显示，个人主观因素、教学方法因素 及同辈压力因素对排球课堂整体参与度产生了积极影响。但分别有 86.2%和 96.56%的学生认为场地器材和排球学习氛围是抑制行为参与度提升的因素。 研究结论：（1）任务驱动教学法对大学生公体排球课堂的参与度具有显著 的促进作用，可以激发学生主动参与学习、拓展学习思路、强化认知能力与社会 交往能力，提高排球运动技能的掌握程度，验证了任务驱动教学法提升大学生公 体排球课堂参与度的有效性。（2）任务驱动教学法下学生排球课堂参与度的提 升，促进了学生排球知识技能的掌握，行为参与度高的学生排球技术和理论知识 掌握明显高于行为参与低学生；认知参与度高的学生排球知识理解更准确，排球 战术、裁判、规则等理论的应用更准确灵活；情感参与度高的学生，整体参与度 也较高，且技能得分也较高。（3）个人主观、教学方法、同辈压力 3 项因素对 学生排球课堂整体参与度具有促进作用；场地器材、排球学习氛围 2 项因素对行 I 摘 要 为参与度具有一定的抑制作用。 研究建议：通过优化排球学习任务的设计、加强师生和生生间的情感交流、 营造良好的排球学习环境、完善排球教学的师生评价方式等路径，不断优化任务 驱动教学法，进而提升其在大学生公体排球课堂中的作用效益。

Education is a major plan of the country and the Party, and it is the fundamental guideline and basic premise for training socialist builders and successors. Promoting the modernization of higher education is the core task of current education and teaching. Physical education teaching as an important part of the modernization of higher education, its students' classroom participation is a key factor in determining the quality of teaching and survival and development, affecting the college students' interest in sports, the degree of mastery of sports skills, and the cultivation of the height of the quality of will. Reform of physical education teaching methods is an important impetus to promote the quality of physical education teaching in colleges and universities and the quality of talent cultivation. Volleyball course teaching as an important component of physical education teaching, how to improve college students' public volleyball classroom participation through the reform of teaching methods is an important issue to deepen the volleyball teaching reform in colleges and universities. This study adopts literature method, questionnaire survey method, teaching experiment method, mathematical statistics method and other methods to explore whether the task-driven teaching method can enhance the participation of college students in public volleyball classroom, and analyze the effect of its role, and put forward targeted teaching suggestions, which is of certain significance and value for further enriching the teaching theory of volleyball courses in colleges and universities and promoting the participation of college students in volleyball classroom. Research results: (1) The volleyball technical level of students in the experimental class and the control class before and after the experiment were improved, with P-values of 0.049and 0.046, respectively, P<0.05), with significant differences,and the mean values of pads and passing scores of students in the experimental class were significantly higher than those of the control class. (2) The overall participation in volleyball classroom of the experimental class before and after the experiment was significantly improved, cognitive and affective participation was more obviously improved (P<0.05), and behavioral participation was not obviously improved, but its mean value after the experiment was still higher than that of the control class. (3) The results of the post-experimental survey of the students in the experimental class showed that personal subjective factors, teaching method factors and peer pressure factors positively influenced the overall participation in volleyball classroom. However, 86.2% and 96.56% of the students considered venue equipment and volleyball learning atmosphere as factors inhibiting the increase of behavioral participation, respectively. Conclusion of the study: (1).task-driven teaching method has a significant promotion effect on college students' participation in public volleyball classroom, which can stimulate students to actively participate in learning, expand learning ideas, strengthen cognitive ability and social interaction ability, and improve the mastery of volleyball sports skills, which verifies the effectiveness of the task-driven teaching method in enhancing college students' participation in public volleyball classroom. (2).The enhancement of students' volleyball classroom participation under the task-driven teaching method promotes the mastery of students' volleyball knowledge and skills, and the mastery of volleyball technical and theoretical knowledge of the students with high behavioral participation is significantly higher than that of the students with low behavioral participation; the volleyball knowledge of the students with high cognitive participation is more accurately understood, and the application of theories of volleyball tactics, refereeing, and rules is more accurate and flexible; the students with high affective participation have a higher overall participation, and the skill scores were also higher. (3).The 3 factors of personal subjectivity, teaching methods, and peer pressure had a facilitating effect on students' overall participation in volleyball classroom; the 2 factors of venue equipment and volleyball learning atmosphere had a certain inhibiting effect on behavioral participation. The study suggests that by optimizing the design of volleyball learning tasks, strengthening the emotional communication between teachers and students, creating agood volleyball learning environment, and improving the teacher-student evaluation of volleyball teaching, we can continuously optimize the task-driven teaching method, and then enhance the effectiveness of its role in college students' public volleyball classrooms.