国家越来越注重对于学生的素质教育的培养，对于学生全面发展也提出更高的要求。教师利用小群体教学模式从来提升群体的功能，同学们通过交流互动，对学生自己、对同学都可以进行及时反馈与评价。和传统的体育教学的方法去进行对比可以发现，小组学习可以更大程度的使学生与老师在课堂中提高互动，与此同时可以增加学生参与体育课的积极性与学生的兴趣。综合前人的研究发现，这种模式在高校体育课应用的较为广泛。本研究将两种教学模式进行对比，通过教学实验来验证小群体教学模式应用在高中田径课中对于提升学生身体素质、田径课成绩（以100米跑为例）、学习动机以及团队凝聚力的应用效果的实践研究。

研究目的与意义：本文的研究目的是为了验证小群体教学模式是否对提升学生的身体素质、田径成绩、学习动机水平与团队凝聚力有显著影响。研究的意义在于田径教学处在高中体育教学内容中的重要地位，小群体教学模式与田径课教学相结合主要集中在高校，应用范围为能全面覆盖小初高，不断总结并发现新的问题，及时优化完善，积累丰富的经验。

研究方法：本文采用文献资料法、问卷调查法、对比分析法、教学实验法与数理统计法对实验班与对照班的学生在实验前后的数据进行整理分析，得出结论来验证假设是否成立。

研究结果：(1)学生的四项身体素质中的50m的成绩与立定跳远的成绩成绩有提升。（2）田径课成绩：实验后实验组100米提升0.04秒，对照组提升0.02秒;(3) 学习动机：教学实验前后测显示sig值具有显著性差异（p<05);(4)团队凝聚力：实验后实验组差异性极显著（p=0.000),而对照组实验后的p值为0.074，不具有显著性差异（p>0.05）。

研究结论：小群体教学模式可以帮助学生提高身体素质，虽然提高的幅度不大但是整体是有效果的。“50米”实验前后均有显著性差异.2、小群体教学模式应用于高中田径课中对学生的田径成绩和水平有一定的提高但不具有极显著影响。3、两种教学模式对于田径班学生体育课学习动机均有影响、提升。4、学生团队凝聚力水平、合作与竞争意识有明显增长。

In this era, Chinese countries attach great importance to the issue of quality education for the "flowers of the motherland". At the same time, stricter requirements have also been put forward for the youth of the new era. Education reform keeps pace with the development of the times. In a 14 week teaching experiment, to significantly affect various indicators of students and enhance group function. Classmates can boldly showcase their viewpoints within their own groups, and they can also enhance their understanding of knowledge and skills through frequent interaction and communication within the group. And in this process, there can be good thinking collisions between students within the group and between groups, and teachers can provide timely feedback and evaluation. Students can better achieve a harmonious sports atmosphere through intra group cooperation and communication, as well as inter group discussions, demonstrations, and competition. Compared with the traditional "three-stage" physical education teaching model, some conclusions can be drawn. Team learning after grouping can strengthen the interaction between students, teachers, and students to a greater extent. At the same time, in this process, it can also enhance students' enthusiasm, interest, and learning motivation for participating in physical education classes, and improve team awareness in cooperation and competition. Based on previous research, this teaching model is widely used in college physical education classes. This study compares the two teaching models and verifies the application of small group teaching mode in high school track and field classes through teaching experiments to improve students' physical fitness, track and field class grades (using 100 meter running as an example), learning motivation, and team cohesion. Practical research on effectiveness.

Research results: Research results: Conduct relevant experiments on the four hypotheses before the teaching experiment and use SPSS to perform differential testing on the collected student data. (1) Physical fitness mainly includes four indicators: 50 meter running, lung capacity, standing long jump, and seat forward bending. The p-value of the 50 meter performance is 0.609, the p-value of lung capacity is 0.952, the p-value of seat forward flexion is 0.639, and the p-value of standing long jump is 0.641. These four indicators did not show significant differences in the pre-test, and the students had similar levels. After the teaching experiment, the p-value of the 50m score of the experimental group students was 0.04, which showed a significant improvement (p<0.05). This may be because the 14 week athletics teaching this semester linked the students' running ability, resulting in a significant improvement in their physical fitness in the 50m score; The p-value of lung capacity was 0.347.The p-value before and after the student seat flexion lung capacity experiment was 0.598, with no significant difference (p>0.05). The average score of standing long jump increased by 1.5 centimeters, with a p-value of 0.051, but without significant difference (p>0.05), with a slight increase. The scores of the control group students in 50m were the same as above (p<0.05); The p-value before and after the lung capacity experiment was 0.829, which showed no significant difference (p>0.05). The p-value before and after the seat forward bending lung capacity experiment was 0.096, which showed no significant difference (p>0.05). The average score of standing long jump increased by 0.04 centimeters after the experiment, and the p-value before and after the experiment was 0.42, but there was no significant difference (p>0.05). (2) In terms of track and field class scores, there was no significant improvement in the 100 meter running scores (p>0.05); (3) In terms of learning motivation, there was a significant difference in sig values between pre - and post teaching experiments (p<0.05); (4) In terms of team cohesion:  (p=0.000), while the p-value of the control group after the experiment was 0.074, indicating no significant difference (p>0.05).

Research conclusion:The application effect of introducing small group teaching mode into high school physical education classrooms and combining it with track and field classes for teaching has a significant effect on improving students' physical fitness, track and field class grades, learning motivation, and team cohesion. Although the improvement in individual indicators is not too significant, overall there has been progress. In terms of physical fitness of students, indicators include 50 meter running, lung capacity, standing long jump, and seat forward bending. 1. After 14 weeks of track and field classes, students showed significant differences in their performance in the 50 meter run and standing long jump before and after the experiment (p<0.05). The main reason is that the teaching content of track and field classes includes a lot of "running" learning. After 14 weeks of learning, students' physical fitness and skills have also improved accordingly, so their performance in the 50 meter race has also improved. Lung capacity and seat forward flexion mainly involve cardiovascular function, endurance quality, and student flexibility, and there is no significant difference between these two indicators. Endurance and flexibility quality need long-term training to be improved, and it is difficult to fully exercise in these 45 minutes of physical education classes alone. 2. Athletics performance is tested based on a student's 100 meter score, with no significant difference before and after. 100 meter running requires explosive power, speed, and other qualities, which cannot be rapidly improved overnight. Students should have good exercise habits and a lifelong awareness of sports. 3. Both teaching modes have an impact and improvement on the motivation of track and field class students to learn physical education. 4. no significant effect on the increase of team awareness among high school students, but the group learning used in the experimental class has extremely significant differences in the impact on student team cohesion and the cultivation of cooperation and competition awareness.