研究背景：随着教育改革的持续进行以及素质教育的普遍实施，为更好地落 实“以人为本，健康第一”的体育教学理念，体育教学需要与时俱进，探索更加 科学、有效的教学方法。因而，探究 PBL 教学法（Problem-Based Learning）在 高中健美操教学中的应用情况与发展路径极为重要。本实验基于体育学科特征， 引入问题导向学习法于健美操教学，并通过实证研究剖析其成效，验证其提升学 生综合能力的有效性。 研究目的：本次研究旨在探讨问题导向学习法在健美操教学中对高中学生身 体素质的提升、健美操技能的增进、体育学习兴趣的激发以及合作学习能力的强 化等方面的具体影响。 研究方法：本研究运用了文献资料法、问卷调查法、教学实验法和数理统计 法等多种研究方法。选取北京师范大学（珠海）附属实验中学高二 16、17 班的 74 名学生作为实验对象，实验班 33 人，对照班 71 人。进行了为期 16 周的教学 实验。 研究结果： （1）PBL 教学法促进两组学生，立定跳远、坐位体前屈成绩都显著提高， P˂0.05 差异显著。50m 跑、肺活量成绩均提高但不具有显著性差异。 （2）PBL 教学法对学生的学习兴趣提高具有很大影响，P˂0.050 差异显著。 （3）PBL 教学法影响合作能力，P˂0.05 差异显著，PBL 教学法对提高合作 能力有利。 （4）相较于常规教学法，PBL 教学法在降低学生消极情绪、提升积极情绪 方面效果更佳。通过运用 PBL 教学法，学生的积极态度明显高于常规教学法下的 学生。 （5）PBL 教学法对学生的健美操技能成绩产生了显著影响。根据数据分析， 实验组与对照组之间的差异显著（P<0.05），明确表明 PBL 教学法能有效推动学 生健美操技能成绩的提高。 研究结论： （1）经深入研究比较，在健美操教学中无论是采取常规的教学方法，还是 引入 PBL 教学法，二者皆能有效促进高中学生身体素质的提升。健美操训练有助 于增强学生柔韧性、弹跳力和身体协调性，相较于常规教学法，问题导向学习法 摘 要 II 在健美操教学中的效果更为显著。 （2）在高中健美操教学中，通过实施 PBL 教学法，高中学生的体育学习兴 趣得到了显著提升，同时他们的合作学习能力也得到了有效增强。有助于培养学 生的全面素养和综合能力。 （3）在高中健美操教学中，采用 PBL 教学法能够有效提升学生们的团队创 编能力，进而显著提高健美操的教学效果。PBL 教学方法有助于培养学生的团队 协作精神和创新能力。 （4）经对比研究，PBL 教学法在高中健美操教学中的效果明显优于常规教 学法。此结论基于教学实践与数据分析，凸显了 PBL 在提升学生技能、培养创新 思维及团队协作方面的优势。

Research background: With the continuous development of educational reform and the widespread implementation of quality education, it is crucial to align physical education teaching with the era and explore more scientific and effective teaching methods in order to better embody the concept of "people-oriented, health first". Therefore, exploring the application and development path of the PBL (Problem-Based Learning) teaching method in high school aerobics teaching is of utmost importance. Drawing on the unique characteristics of physical education, this experiment introduces the problem-oriented learning method into aerobics teaching and analyzes its effectiveness through empirical research, aiming to verify its impact on enhancing students' comprehensive abilities. Research objective: This study aims to investigate the specific impact of the problem-oriented learning method on enhancing the physical quality of high school students in aerobics teaching, improving their aerobics skills, stimulating their interest in physical education studies, and strengthening their ability for cooperative learning. Research method: This research uses the literature data method, questionnaire survey method, teaching experiment method and mathematical statistics method.74 students from Class 16 and 17 of Grade 2 of Experimental Middle School affiliated to Beijing Normal University (Zhuhai) were selected, 33 in the experimental class and 71 in the control class. A 16-week teaching experiment was conducted. finding: (1) The PBL teaching method significantly improved the standing long jump and sitting forward flexion performance of two groups of students, with significant differences (P < 0.05). 50m running and spirometry performance were also improved, but showed no significant differences. ABSTRACT IV (2) The PBL teaching method has a great impact on improving students' interest in learning, with significant differences (P < 0.05). (3)The PBL teaching method significantly affects cooperation ability (P < 0.05), indicating that it is beneficial for improving students' cooperation skills. (4)Compared with the conventional teaching method, the PBL teaching method is more effective in reducing students' negative emotions and improving their positive emotions. By using the PBL teaching method, the students' positive attitude is significantly higher than those under the conventional teaching method. (5)The PBL teaching method has had a significant impact on the students' aerobics skills performance. According to the data analysis, the difference between the experimental group and the control group was significant (P < 0.05), which clearly showed that the PBL teaching method can effectively promote the improvement of students' aerobics skills. research conclusion: (1)After conducting in-depth research and comparisons, it has been found that both traditional teaching methods and the introduction of the PBL teaching method can effectively promote the enhancement of high school students' physical fitness. (2)In the teaching of high school aerobics, the implementation of the PBL teaching method has significantly improved students' interest in sports learning, while effectively enhancing their cooperative learning abilities. (3)In high school aerobics teaching, the utilization of the PBL teaching method can effectively enhance students' team creation abilities, thereby significantly improving the teaching effectiveness of aerobics. (4)After a comparative study, it is evident that the effect of the PBL teaching method in high school aerobics teaching is superior to that of traditional teaching methods.