随着中国近些年的飞速发展，我国的教育领域也乘风而起；但在教学改革不断深化和推进的过程中，传统教育模式和教学理念已经不能完全满足如今的教学需求，教学方法和教学理念此二者的更新已成定局。基于新一轮教改大潮的背景并结合我国学校对于学生心理健康的要求日趋提高和该群体素质教育水平仍需进一步提升的前提下，笔者积极探寻解决相关问题的方法——PBL教学模式是值得借鉴的教学模式。笔者在参考前人研究成果并查阅大量相关的文献资料后发现PBL教学模式在医学领域和非体育学科方面的研究与运用已有一定的发展和积淀，可以为本次研究实验以及论文的理论层面提供有力素材支持和充实的理论基础。论文采用PBL教学模式，在实际教学中以中学篮球教学课堂为载体，进行实验研究，探索PBL教学模式在对学生的篮球基本技术动作的学习、合作与沟通能力、人际关系社会适应性能力等方面的影响效果。

本研究运用文献资料法、专家访谈法、实验法、问卷调查法和数理统计法等研究方法。其中，问卷调查法中的量表以汪晓赞教授和杨彦平教授的博士论文内含有的量表为参考基础，另在专家的指导和帮助下，编写中学生合作与沟通能力量表以及中学生人际关系社会适应性能力量表，经检验具有较高的效度；社会适应能力作为本研究的一级指标，以本研究的具体需要和实际内容出发，在本论文进一步分为两个二级指标：人际关系社会适应性能力和合作与沟通能力，三级指标则是各自相对应的量表里的题目。实验法则是以珠海市某中学随机抽取初中学生为实验对象进行教学实验，将实验对象分为实验组和对照组两个组别，其中实验组运用PBL教学模式进行教学活动的开展，对照组则采用传统教学模式进行常规教学，且各组均为44人（男生和女生均为22人），经过为期12周的教学实验后对实验组和对照组的学生合作与沟通能力、人际关系社会适应性能力、篮球基本技术动作的学习利用SPSS25.0软件对实验数据进行处理和对比分析，全面探究PBL教学模式对中学生的影响，特别是其在心理层面中的社会适应能力方面的影响，并探究是否因为社会适应能力增强的内在原因使得学生的篮球基本技术动作的学习随着社会适应能力的提高而正向同步提升，结果分析如下：

1、合作与沟通能力方面，在PBL教学模式运用下的实验组与对照组出现了显著性差异，表明PBL教学模式在提升学生合作与沟通能力这方面的作用和效果要远优于传统教学模式（P＜0.05）；

2、人际关系社会适应性能力方面，同样也是实验组和对照组出现了显著性差异（P＜0.01），PBL教学模式相较于传统教学模式在这方面有着极为良好的效果。

3、篮球基本技术动作方面，在四项技术考核测试（五点原地计时投篮、绕杆运球、半场折返运球上篮、全场双人行进间传接球）里，对比前后均值可知实验组和对照组学生成绩相较于前测结果均有所提升，说明两种教学模式都具有提升学生的篮球技术水平的作用，但是此次实验组PBL教学模式和对照组的传统教学模式对于学生技能的提升方面二者相比较并无显著性差异（P＞0.05），这也是本次实验研究的不足之处；

综合以上结果得出结论和建议：

结论：与传统教学模式相比：（1）PBL教学模式对于学生的篮球基本技术水平提升的和传统教学模式相比无显著性差异；（2）PBL教学模式可以更有效地提升学生人际关系社会适应性能力；（3）PBL教学模式可以提升学生群体的合作与沟通能力，（4）由于学生人际关系适应性能力和合作与沟通能力这两个方面的提升，从而促进了学生社会适应能力的提高。

建议：（1）一线教师应在实际教学中灵活运用PBL教学模式；（2）在PBL教学模式的课堂中应增加学生课中和课后的练习时间和密度；（3）应进一步增强师与生和生与生之间的交流合作的深度；（4）应提高问题情境和案例结合课的契合度，合理安排PBL课堂教学时间。PBL教学模式对于学生的篮球基本技术水平的提升效果与传统教学模式相互对比，并未出现显著性差异，是本研究在教学效果上的一个不足之处，在PBL教学模式相较于传统教学模式能否更有效提升学生的技术水平和提升学生的身体素质这两方面还需要进一步的研究加以证明。

随着中国近些年的飞速发展，我国的教育领域也乘风而起；但在教学改革不断深化和推进的过程中，传统教育模式和教学理念已经不能完全满足如今的教学需求，教学方法和教学理念此二者的更新已成定局。基于新一轮教改大潮的背景并结合我国学校对于学生心理健康的要求日趋提高和该群体素质教育水平仍需进一步提升的前提下，笔者积极探寻解决相关问题的方法——PBL教学模式是值得借鉴的教学模式。笔者在参考前人研究成果并查阅大量相关的文献资料后发现PBL教学模式在医学领域和非体育学科方面的研究与运用已有一定的发展和积淀，可以为本次研究实验以及论文的理论层面提供有力素材支持和充实的理论基础。论文采用PBL教学模式，在实际教学中以中学篮球教学课堂为载体，进行实验研究，探索PBL教学模式在对学生的篮球基本技术动作的学习、合作与沟通能力、人际关系社会适应性能力等方面的影响效果。

本研究运用文献资料法、专家访谈法、实验法、问卷调查法和数理统计法等研究方法。其中，问卷调查法中的量表以汪晓赞教授和杨彦平教授的博士论文内含有的量表为参考基础，另在专家的指导和帮助下，编写中学生合作与沟通能力量表以及中学生人际关系社会适应性能力量表，经检验具有较高的效度；社会适应能力作为本研究的一级指标，以本研究的具体需要和实际内容出发，在本论文进一步分为两个二级指标：人际关系社会适应性能力和合作与沟通能力，三级指标则是各自相对应的量表里的题目。实验法则是以珠海市某中学随机抽取初中学生为实验对象进行教学实验，将实验对象分为实验组和对照组两个组别，其中实验组运用PBL教学模式进行教学活动的开展，对照组则采用传统教学模式进行常规教学，且各组均为44人（男生和女生均为22人），经过为期12周的教学实验后对实验组和对照组的学生合作与沟通能力、人际关系社会适应性能力、篮球基本技术动作的学习利用SPSS25.0软件对实验数据进行处理和对比分析，全面探究PBL教学模式对中学生的影响，特别是其在心理层面中的社会适应能力方面的影响，并探究是否因为社会适应能力增强的内在原因使得学生的篮球基本技术动作的学习随着社会适应能力的提高而正向同步提升，结果分析如下：

1、合作与沟通能力方面，在PBL教学模式运用下的实验组与对照组出现了显著性差异，表明PBL教学模式在提升学生合作与沟通能力这方面的作用和效果要远优于传统教学模式（P＜0.05）；

2、人际关系社会适应性能力方面，同样也是实验组和对照组出现了显著性差异（P＜0.01），PBL教学模式相较于传统教学模式在这方面有着极为良好的效果。

3、篮球基本技术动作方面，在四项技术考核测试（五点原地计时投篮、绕杆运球、半场折返运球上篮、全场双人行进间传接球）里，对比前后均值可知实验组和对照组学生成绩相较于前测结果均有所提升，说明两种教学模式都具有提升学生的篮球技术水平的作用，但是此次实验组PBL教学模式和对照组的传统教学模式对于学生技能的提升方面二者相比较并无显著性差异（P＞0.05），这也是本次实验研究的不足之处；

综合以上结果得出结论和建议：

结论：与传统教学模式相比：（1）PBL教学模式对于学生的篮球基本技术水平提升的和传统教学模式相比无显著性差异；（2）PBL教学模式可以更有效地提升学生人际关系社会适应性能力；（3）PBL教学模式可以提升学生群体的合作与沟通能力，（4）由于学生人际关系适应性能力和合作与沟通能力这两个方面的提升，从而促进了学生社会适应能力的提高。

建议：（1）一线教师应在实际教学中灵活运用PBL教学模式；（2）在PBL教学模式的课堂中应增加学生课中和课后的练习时间和密度；（3）应进一步增强师与生和生与生之间的交流合作的深度；（4）应提高问题情境和案例结合课的契合度，合理安排PBL课堂教学时间。PBL教学模式对于学生的篮球基本技术水平的提升效果与传统教学模式相互对比，并未出现显著性差异，是本研究在教学效果上的一个不足之处，在PBL教学模式相较于传统教学模式能否更有效提升学生的技术水平和提升学生的身体素质这两方面还需要进一步的研究加以证明。

With the rapid development of China in recent years, the field of education in China has been riding the wind; However, in the process of deepening and advancing the teaching reform, the traditional education model and teaching concept can no longer fully meet the current teaching needs, and the renewal of teaching methods and teaching ideas is a foregone conclusion. Under the background of the new round of educational reform, combined with the increasing demands of Chinese schools for students' mental health and the situation that the quality education level of this group still needs to be further improved, the author actively explores the methods to solve the relevant problems -- PBL teaching model is worth referring to the teaching model. By referring to previous research results and consulting a large number of relevant literature, the author found that the application and research of PBL teaching model in the medical field and non-physical education subjects has been precipitated and developed to a certain extent, which can provide powerful material support and enrich the theoretical basis for the experimental and theoretical level of this research. In this paper, PBL teaching model is adopted. In the actual teaching, the classroom of basketball teaching in middle school is used as the carrier, and the experimental research is carried out to explore the effect of PBL teaching model on students' learning of basic basketball skills, cooperation and communication ability, interpersonal social adaptability and other aspects.

This study uses the methods of literature, expert interview, experiment, questionnaire and mathematical statistics. Among them, the scale of questionnaire survey method is based on the scale contained in the doctoral thesis of professors Wang Xiaozan and Yang Yanping. Besides, under the guidance and help of experts, the scale of cooperation and communication ability of middle school students and the scale of social adaptability of middle school students' interpersonal relationship are prepared, which has been tested to have high validity. Social adaptability is the first-level index of this study. Based on the specific needs and actual content of this study, this paper further divides it into two second-level indicators: interpersonal social adaptability and cooperation and communication ability, and third-level indicators are the topics in their respective scales. The experimental principle is to randomly select junior high school students in a middle school in Zhuhai City for teaching experiment. The experimental subjects are divided into experimental group and control group. The experimental group adopts PBL teaching mode to carry out teaching activities, while the control group adopts traditional teaching mode to carry out conventional teaching, and there are 44 people in each group (22 boys and 22 girls). After a 12-week teaching experiment, SPSS25.0 software was used to process and compare the experimental data of the experimental group and control group's cooperation and communication ability, interpersonal social adaptability ability, and the learning of basic basketball skills, so as to comprehensively explore the influence of PBL teaching mode on middle school students. Especially its influence on social adaptability at the psychological level, and explore whether students' learning of basic basketball skills improves positively and synchronously with the improvement of social adaptability due to the internal reasons of enhanced social adaptability. The results are analyzed as follows:

1. In terms of cooperation and communication ability, there were significant differences between the experimental group and the control group under the PBL teaching mode, indicating that the role and effect of PBL teaching mode in improving students' cooperation and communication ability were much better than that of traditional teaching mode (P < 0.05);

2. In terms of interpersonal social adaptability, there was also a significant difference between the experimental group and the control group (P < 0.01). Compared with the traditional teaching model, PBL teaching model had a very good effect in this respect.

3. In terms of the basic technical movements of basketball, there was no significant difference between the experimental group and the control group (P > 0.05) in the four technical assessment tests (five-point timing shooting, dribbling around the stick, half-court reentry dribbling layup, and full-court tandem passing), but the average before and after comparison showed that the scores of students in the experimental group and the control group were improved compared with the results of the pre-test. It shows that both teaching modes can improve students' basketball skills. However, there is no significant difference between the experimental group PBL teaching mode and the traditional teaching mode of the control group in improving students' skills. However, this is also the shortcoming of this experimental study.

Based on the above results, conclusions and suggestions are drawn:

Conclusions: Compared with the traditional teaching mode: (1) PBL teaching mode has no significant difference in the improvement of students' basic basketball skills compared with the traditional teaching mode; (2) PBL teaching model can improve students' interpersonal social adaptability more effectively; (3) PBL teaching model can improve the cooperation and communication ability of students. (4) Due to the improvement of students' interpersonal adaptability and cooperation and communication ability, it can promote the improvement of students' social adaptability.

Suggestions: (1) front-line teachers should flexibly use PBL teaching mode in practical teaching; (2) The practice time and density of students in class and after class should be increased in PBL teaching model; (3) The depth of communication and cooperation between teachers and students and between students should be further enhanced; (4) The fit degree of problem situation and case combination course should be improved, and PBL classroom teaching time should be reasonably arranged. PBL teaching model has no significant difference in improving students' basic basketball skills compared with traditional teaching model, which is a shortcoming of this study in teaching effect. Further studies are needed to prove whether PBL teaching model can improve students' technical level and physical quality more effectively than traditional teaching model.