研究目的：为探索课程内容要符合课程标准要求的具有与时俱进、开拓创新的特点，同时要采取多元化的教学方式。本研究是从自身专业领域内理论知识的学习和实践训练经历着手，旨在探究高中篮球教学中应用任务驱动教学法所产生的教学效果。通过与传统体育教学方法进行实验对比，分析学生在身体素质、篮球技术动作、自信心、合作意识和锻炼态度方面的差异。结合教学实践探讨任务驱动教学法在篮球教学中的优势，优化教学方式，为丰富高中篮球教学提供参考依据。

研究方法：运用文献资料法、专家访谈法、问卷调查法、实验法以及数理统计法等多种研究方法，重点以实验法为主要研究方法，实验组采用任务驱动教学法，对照组采用传统体育教学方法，进行为期10周的教学实验，探究学生在身体素质、篮球技术、自信心、合作意识、锻炼态度与对篮球教学满意度等方面的变化。

研究结果：（1）身体素质方面：通过实验干预后，实验组学生在立定跳远、50米跑与耐力跑方面成绩均有提升但无显著性差异（P＞0.05），对照组学生在立定跳远与耐力跑方面存在显著性差异（P＜0.05），在50米跑方面成绩提升非常显著（P＜0.01）。实验后，实验组与对照组在立定跳远、50米跑与耐力跑方面均无显著性差异（P＞0.05）。

（2）篮球技术方面：通过实验干预后，实验组学生在半场V字运球上篮、一分钟投篮与双手胸前传接球方面成绩提升明显，存在极其显著性差异（P＜0.01）；对照组学生在半场V字运球上篮、一分钟投篮方面存在显著性差异（P＞0.05），而在双手胸前传接球方面并无显著性差异（P＞0.05）。实验后，实验组与对照组学生在半场V字运球上篮和双手胸前传接球方面成绩提升非常显著（P＜0.01），在一分钟投篮方面学生成绩提升显著（P＜0.05）。

（3）在学生自信心、合作意识、锻炼态度方面：通过实验干预后，实验组学生在自信心、合作意识方面存在极其显著性差异（P＜0.01），在锻炼态度方面存在显著性差异（P＜0.05）；对照组学生在自信心与合作意识方面未存在显著性差异（P＞0.05），在锻炼态度方面存在极其显著性差异（P＜0.01）。实验后，实验组与对照组学生在自信心与合作意识方面存在极其显著性差异（P＜0.01），在锻炼态度方面未存在显著性差异（P＞0.05）。

（4）实验后通过分析得出在学生对篮球课堂教学满意度方面实验组与对照组在得分上存在显著性差异（P＜0.05）。

研究结论：（1）经过10周的教学实验后学生在立定跳远、50米跑与耐力跑方面成绩均有提升但未出现显著性差异。（2）经过10周的教学实验后任务驱动教学法能够提升学生的半场V字运球上篮、一分钟投篮与双手胸前传接球方面的成绩。（3）经过10周的教学实验后任务驱动教学法对学生自信心、合作意识方面存在显著性差异，说明任务驱动教学法能够很好地提升学生的自信心和合作意识，而在学生的锻炼态度方面得分虽有所提升但未出现显著性差异；在学生对篮球课堂的教学满意度方面任务驱动教学法得分情况占优势。

Research Purpose: In order to explore the curriculum content that meets the requirements of the curriculum standard to keep abreast of the times, develop and innovate, and at the same time to adopt diversified teaching methods. This study starts from the experience of learning theoretical knowledge and practicing training in one's own field of specialization, aiming at exploring the teaching effect produced by applying the task-driven teaching method in the teaching of basketball in high school. Through experimental comparisons with traditional physical education teaching methods, we analyze the differences in students' physical fitness, basketball technical movements, self-confidence, sense of cooperation and exercise attitude. Combined with the teaching practice to explore the advantages of task-driven teaching method in basketball teaching, optimize the teaching method, and provide a reference basis for enriching high school basketball teaching.

Research Methods: Using literature method, expert interview method, questionnaire survey method, experimental method and mathematical statistics method and other research methods, focusing on the experimental method as the main research method, the experimental group adopts the task-driven teaching method, and the control group adopts the traditional physical education teaching methods, to carry out a 10-week teaching experiment, to explore the changes of the students in the physical fitness, basketball skills, self-confidence, sense of co-operation, exercise attitude and satisfaction of basketball teaching.

The results of the study are as follows:(1) Physical fitness: after the experimental intervention, the experimental group students' performance in standing long jump, 50-metre run and endurance run improved but there was no significant difference (P>0.05), while there was a significant difference between the control group students' performance in standing long jump and endurance run (P<0.05) and the performance of the 50-metre run improved very significantly (P<0.01). After the experiment, there was no significant difference between the experimental group and the control group in standing long jump, 50-metre run and endurance run (P>0.05).

(2) Basketball skills: after the experimental intervention, the experimental group students' performance in half-court V dribble lay-up, one-minute shooting and two-handed chest passing and catching improved significantly, and there was a highly significant difference (P<0.01); the control group students' performance in half-court V dribble lay-up and one-minute shooting differed significantly (P>0.05), and no significant difference in two-handed chest passing and catching was found (P>0.05). After the experiment, students in the experimental group and the control group improved their performance in half-court V dribble layup and two-handed chest pass and catch very significantly (P<0.01), and in one-minute shooting the students improved their performance significantly (P<0.05).

(3) In terms of students' self-confidence, sense of co-operation, and attitude towards exercise: after the experimental intervention, there were extremely significant differences in self-confidence and sense of co-operation in the experimental group (P < 0.01), and there were significant differences in attitude towards exercise (P< 0.05); there were no significant differences in self-confidence and sense of co-operation in the control group (P>0.05), and there were extremely significant difference (P< 0.01). After the experiment, there was an extremely significant difference between the experimental group and the control group students in terms of self-confidence and sense of co-operation (P<0.01), and there was no significant difference in terms of attitude towards exercise (P>0.05).

(4) Post-experimental analysis shows that there is a significant difference between the experimental group and the control group in terms of students' satisfaction with basketball classroom teaching (P<0.05).

Conclusion: (1) After 10 weeks of teaching experiment, the students' performance in standing long jump, 50 meter run and endurance run have been improved but there is no significant difference. (2) After 10 weeks of teaching experiment, the task-driven teaching method can improve students' performance in half-court V dribble layup, one-minute shooting and two-handed chest pass and catch. (3) After 10 weeks of teaching experiment, there is a significant difference between the task-driven teaching method and the students' self-confidence and sense of cooperation, which indicates that the task-driven teaching method can improve the students' self-confidence and sense of cooperation, and the scores of the students' attitude towards exercise have been improved but there is no significant difference; the scores of the task-driven teaching method are dominant in terms of the students' satisfaction with the teaching of the basketball classroom.