田径运动素有“运动之母”的美称，是各项运动的基础，在小学至大学阶段均占据着体育课堂大量的教学比重，学生本应熟练掌握该项运动技能，深受喜爱，然而大量的研究指出田径运动在学校体育教学中正受到教师、学生乃至社会人士的冷落。为进一步深化体育教学改革，推动学生核心素养形成，构建一种科学且有效的新型体育教学模式来助力田径课堂高效率、高质量开展就迫在眉睫。美国体育教育家达利尔·西登托普教授于20世纪80年代提出运动教育模式，该模式主张通过体育教学培养学生成为有能力、有素养、有热情的运动者，历经四十几年的探索从理论研究到应用研究都表现出其科学性、实效性及可操作性强等特点，证实了它是一种行而有效的教学模式。为改变传统田径教学模式中的某些弊端，本研究尝试将运动教育模式 “本土化”，应用在我国小学田径课堂中，通过实证研究来验证该模式在小学田径课堂中的实效性，同时进一步充实和弥补田径运动项目在此研究领域的不足。

本研究通过文献资料法、问卷调查法、教学实验法、数理统计与分析等方法，对厦门XX学校六年级两个常规班级学生进行18课时的田径教学研究。以该学校六年级1班的42位学生为研究对象采用运动教育模式进行教学，以六年级2班的41位学生为对照班采用传统教学模式进行教学，通过对实验前期、中期及后期的相关测试指标进行对比分析，结果表明两种教学模式对学生的教育程度各有建树，结论如下：

（1）学生基本身体素质方面。两种不同教学模式对学生速度素质（50米）、力量素质（蹲踞式跳远和双手从头后向前掷实心球）及耐力素质（50米*8往返跑）方面的提升成效各有优劣势，总体而言学生的身体素质指标均有所提高，只是在不同阶段呈现的效果存在差异，传统教学模式在短期内显现出来的效果更为突出，而运动教育模式则是在较长周期中表现更显著。

（2）学生学习态度方面。运动教育模式在小学田径课堂中，更能有效改善学生运动认知、情感体验和行为意向等学习态度，提高课堂的主观能动性和课后体育锻炼的积极性。

（3）学生学习动机方面。运动教育模式在小学田径课堂中，更能显著激发学生主动制定田径学习任务和目标，积极参与田径课堂，享受运动的乐趣。

（4）学生团队信任及凝聚力方面。运动教育模式在小学田径课堂中，更能有效增强学生彼此间的信任程度和提高团队凝聚力，学生更加信任彼此，更加关注小组内成员的学习情况，更加注重团队的胜负情况，更加乐于在团队中沟通交流、互帮互助。

（5）运动教育模式适合在小学体育课堂中推广运用。该模式能够提高学生运动技能和身体基本素质，能够提高学生战术意识和决策能力，能够提高学生体育锻炼积极性与参与度，能够培养学生集体荣誉感和坚强意志品质，符合当前体育与健康课程“运动能力、健康行为、体育品德”的素养追求。

Track and field has the reputation of "the mother of sports" and is the basis of various sports. It occupies a large proportion in physical education classroom teaching from primary school to university. Students should have mastered the sports skills and are deeply loved. However, a large number of studies have pointed out that the development of track and field in school PE teaching is not optimistic, and is strongly neglected by teachers, students and even social people.In order to further deepen the reform of physical education and promote the formation of students' core literacy, it is extremely urgent to construct a scientific and effective new physical education teaching mode to help track and field class develop with high efficiency and high quality.Professor Daryl sidentop, an American physical educator, put forward the sports education model in the 1980s. The model advocates cultivating students to become capable, literate and enthusiastic athletes through physical education teaching. After more than 40 years of exploration, from theoretical research to applied research, it has shown its characteristics of scientificity, effectiveness and operability, which proves that it is an effective teaching model.Therefore, in order to change the disadvantages of the traditional teaching mode of track and field, this study tries to apply the "localization" of sports education mode in the classroom of track and field in primary schools of our country, through empirical research to verify the effectiveness of the mode in the classroom of track and field in primary schools, and further enrich and make up for the shortcomings of the research of track and field in this field.

By using the methods of literature, questionnaire, teaching experiment, Mathematical Statistics and analysis, this study conducted an 18-class hours track and field teaching research on two regular classes of grade six students in XX School of Xiamen.Taking 42 students in the sixth grade class 1 as the research object, the sports education model was used for teaching, and 41 students in the sixth grade class 2 were used as the control class for teaching using the traditional teaching mode.Through the comparative analysis of the relevant test indicators in the early, middle and late stages of the experiment, the results show that the two teaching modes have their own achievements in the educational level of students.conclusion as below:

(1) The basic physical quality of students. The two different teaching modes have their own advantages and disadvantages in improving students' speed quality (50 meters), strength quality (long jump and throwing solid ball in front of both hands) and endurance quality (50 meters * 8 round-trip running).In general, the physical quality indicators of students have been improved, but there are differences in the effects of different stages. The traditional teaching mode has a more prominent effect in a short period, while the sports education mode has a more significant effect in a longer period.

(2) Students' learning attitude. Sports education model in primary school track and field classroom, can effectively improve students' learning attitude such as sports cognition, emotional experience and behavioral intention, improve classroom subjective initiative and after-class physical exercise enthusiasm.

(3) Students' learning motivation. Sports education model in primary school track and field classroom, can significantly stimulate students to take the initiative to develop track and field learning tasks and goals, actively participate in track and field classroom, enjoy the fun of sports.

(4) Trust and cohesion of student team. Sports education model in primary school track and field classroom, can effectively enhance the degree of trust between students and improve team cohesion, students trust each other more, pay more attention to the study of team members, pay more attention to the outcome of the team, more willing to communicate and help each other in the team.

(5) the sports education model is suitable for popularization and application in primary school physical education classroom. This model can improve students' sports skills and basic physical quality, improve students' tactical awareness and decision-making ability, improve students' enthusiasm and participation in physical exercise, cultivate students' collective sense of honor and strong will quality, and meet the sports ability of today's physical education and health curriculum The pursuit of healthy behavior and sports morality.