学校体育教育作为立德树人和实施素质教育的基础性工程，在贯彻新时代体育强国政策方面发挥着重要作用。近年来，国家教育相关部门提倡要进行新课程改革，明确表明要注重教学方式和组织形式的多元化转变，强调自主学习、合作学习和探究式学习的有机结合，真正实现以学生发展为本的教学观念。PBL教学法是一种基于问题作为导向的教学方法，教师充当引导者的角色，而学生是课程的主体，教师通过创设一个教学问题情境和提出精心设计的问题，引导并组织学生通过分组合作的形式去分析和解决问题，最后通过各组的成果展示获得知识，在这过程中有利于激发学生们的学习动机和学习兴趣，培养他们的合作与沟通能力、自主学习能力和解决问题的能力。本研究将PBL教学法应用在高中篮球课程中，为体育教学方式改革提供一定参考。

本研究运用文献资料法、问卷调查法、专家访谈法、实验法等，以PBL教学法在高中篮球课程的应用为研究对象，以深圳外国语学校的两个篮球选修班学生作为实验对象，在实验前后对学生篮球技术、体育学习兴趣和体育自主学习能力进行了对比分析，主要研究结果如下：

1.在篮球技术方面，实验后的实验班学生在罚球线投篮、一分钟投篮和半场往返运球上篮的三项指标中的均值均优异于对照班，且实验后两个班学生在罚球线投篮技术上具有显著性差异（P<0.05),在一分钟投篮技术和半场往返运球上篮技术上具有非常显著性差异（P<0.01)。因此，PBL教学法较常规教学法对提高学生篮球技术效果更显著。

2.在体育学习兴趣方面，实验后的实验班学生在体育学习兴趣的五个维度（积极兴趣、消极兴趣、自主探究、运动参与和体育关注）均值均优异于对照班，且实验后两个班学生在体育关注维度具有显著性差异（P<0.05)，在积极兴趣维度、消极兴趣维度、自主探究维度和运动参与维度上具有非常显著性差异（P<0.01)。因此，PBL教学法较常规教学法对提升学生体育学习兴趣效果更显著。

3.在体育自主学习能力方面，实验后的实验班学生在体育自主学习能力维度的平均得分均高于对照组，且实验后两个班学生在体育自主学习能力维度具有非常显著性差异（P<0.01)。因此，PBL教学法是一种提升学生体育自主学习能力的有效方式。

综上所述，研究结论如下：

相较于常规教学法，PBL教学法对提升学生篮球技术水平更显著。

相较于常规教学法，PBL教学法对提升学生的体育学习兴趣作用更显著。

PBL教学法对培养学生的体育自主学习能力有积极的促进作用。

PBL教学法可以更广泛地应用在高中篮球教学中，在提高体育教学效果的同时，促进学生的全面发展。

School physical education,as a basic project for developing moral character and executing quality education,is critical in carrying out the policy of a strong athletic nation in the new era.The relevant national education departments have pushed for a new curriculum reform in recent years,making it apparent that we should focus on the varied transformation of organisational structures and teaching methods,highlighting the natural integration of inquiry-based learning,cooperative learning, and independent learning,and actually putting the idea of teaching based on student development into practice.The problem-based learning (PBL) approach to education uses the problem as a guide,the teacher as a guide,and the students as the primary subject matter.Teachers create a teaching problem situation,put forward well-designed problems to guide and organise students to analyse and solve problems through group cooperation,and finally gain knowledge through the results of each group，which encourages students' enthusiasm and interest in studying and develops their capacity for autonomous learning, teamwork,communication,and problem-solving.This study uses PBL instruction in high school basketball classes to offer specific guidelines for the revision of physical education curricula.

The application of the PBL teaching technique in high school basketball courses was investigated in this study using the literature approach,questionnaire survey method,expert interview method,and experimental method.This study took two basketball elective classes of students in Shenzhen Foreign Language School as the experimental subjects,and conducted comparative analyses of students' basketball skills,interest in physical education learning, and ability of independent learning in physical education before and after the experiments,and the main research results are as follows:

1.After the experiment,the experimental class's mean values for the three basketball skill indexes—free throw line shooting, one-minute shooting,and half-court back-and-forth dribbling and layups—were higher than those of the control group.Following the trial,there is a significant difference(P<0.05)in the free throw line shooting method between the two classes.Also,a significant difference can be found between the technique of one-minute shooting and half-courtback-and-forth dribbling and layup(P<0.01).Therefore,compared to traditional instructional methods,PBL has a greater impact on students' basketball skill development(p<0.01).As a result,PBL instruction is superior than traditional instruction in terms of helping students become better basketball players.

2.The experimental class outperformed the control group in terms of physical education learning interest,as evidenced by the mean values of the five dimensions of physical education learning interest(positive interest,negative interest,independent investigation,sports participation,and sports concern).Following the experiment,there was a highly significant difference in the dimensions of positive interest,negative interest,independent investigation,and sports involvement(P<0.01),as well as an important variance in the dimension of sports concern(P<0.05)between the two classes.Thus，PBL instruction shown to be more successful than traditional instruction in stimulating students' interest in physical education(P<0.01).What’s more,the positive interest,negative interest,independent inquiry,and sports involvement dimensions show a statistically significant difference(P<0.01).Therefore，when it comes to raising students' interest in learning physical education,PBL has a greater impact than traditional teaching methods.

3.Following the study,the average scores of the experimental class's students in the physical education component of autonomous learning ability were greater than those of the control group.Following the experiment,there was anextremely significant distinction(P<0.01) in the two classes' independent learningcapacities in physical education.As a result,in physical education,the PBL approach to teaching is a useful tool for improving students' capacity for autonomous learning.

In summary,the conclusions of the study are as follows:

When compared to traditional teaching methods,PBL instruction hasa greater impact on students' basketball skill development.

PBL instruction has a bigger influence on raising kids' interest in physical education than traditional instruction does.

The PBL teaching method has a positive contribution to the development of students' independent learning ability in physical education.

The PBL method of teaching can be applied more broadly in highschool basketball instruction to enhance the impact of physical education instruction while advancing students' overall growth.