Study on the Application of Multimedia Feedback Teaching Method in the Teaching

Abstract: Multimedia feedback teaching method is concluded from the teaching practices according to the principles of "information theory, system theory and control theory". It plays a very important role in the improvement of the teaching effect of police wrestling skills. In this paper, the experimental study of the multimedia feedback teaching method on the teaching of police wrestling skills is analyzed, and the result shows that the teaching method plays a positive promotion role in training the wrestling skills and adaptability of policemen, exerting the principal effect of policemen, and increasing the teaching effect of wrestling skills.
Key words: Multimedia Feedback Teaching Method; Police Wrestling Skills; Multimedia Technology

1 Introduction

Feedback refers to the information produced in actions or after actions. It is usually called as the feedback produced by action. Also, it can be further divided into inherent feedback and augmented feedback. Inherent feedback is the exerciser''s feeling provided by the kinesthetic sensor of muscle in an action, or the direct observation on his own behioral results. Augmented feedback is the feedback information pr

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ovided by teachers, coaches or some kinds of automatic record devices for the exerciser.
At present, the class hours for the teaching of the technical courses about police wrestling skills are being reduced. Therefore, how do teachers complete the teaching task meeting the quality and quantity requirements in fewer hours? Relying on the modern teaching media for assisting the teaching process, synchronous feedback, short-term feedback and staged feedback can play a positive role in making an enhancement to the perceptual knowledge of students, extending the teaching time, and helping cultivate the principal role of students, and improving the teaching effect of wrestling skills.
2 Purpose and Objects of Experimental Study

2.1 Purpose of Experimental Study

Multimedia, as a new teaching model, is being accepted by more and more educational workers. It is a new type of teaching method, which integrates images, texts, sounds and videos together, makes the teaching and learning activities more colorful, facilitates the students master the skills and techniques, promotes the teaching of teachers to be easier. In the process, students can intuitively see the teacher''s demonstrative actions and their own actions. In multimedia feedback teaching method, the central nervous theory and the feedback principle of the loop neural connection are used for allowing vision to constantly monitor the activities of reflection and also making the refection of somatic actions constantly coordinated in both time and space. Thus, the standardized skills and techniques can be mastered within the shortest time, and the teaching task can be completed.

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In spare time, network teaching can be conducted by relying on school network platform and the uploaded classroom teaching FTP files, and teachers can provide answers and explanations to the questions of students by using message board and online BBS. Students can review and consolidate what they he learnt at any time, so as to strengthen the formation of the concept of actions.

3.4 Experimental Condition Control

The wrestling course of both experiment group and control group was taught by the same teacher. Before experiment, the indexes such as physical shapes, sport physical quality and daily examination results of the students of two groups were tested, and the result shows that there were no significant differences between experiment group and control group in all indexes. In the experimental process, in addition to the multimedia teaching equipment of experiment group, all other conditions such as teaching contents, teaching progress an class hours of the two groups were consistent.

3.5 Experimental Model

In the practice teaching of the wrestling skills, the experimental teaching was implemented with the multimedia information feedback teaching method in experiment group; the teaching for control group was still conducted with the conventional teaching method; the teaching contents were the same in both groups. The results of the skills evaluation standard exam were rated and measured by three teachers after the end of the teaching. Meanwhile, mathematical statistics were conducted on the rates of good and excellent exam results, aiming at verifying the effective and scientific degrees of the experiment.

4 Experimental Result and Analysis

The class hours for the teaching training of experiment group and control group were the same; they were taught by the same teacher; basic teaching plans, except the additional special training contents for experiment group, were generally the same for two groups. Before the experiment, students in two groups were educated in the experimental significance, making them know well the significance of learning and correcting learning attitude. Summative target-hitting and skills evaluation were implemented according to the unified standards; to prevent the prejudices of experimental teacher in evaluation, standardization and skills evaluation were made by non-experimental teacher; the videos of the experiment group before and after the experiment were used as references for skills evaluation. Before and after the experiment, three teachers were respectively invited to make an evaluation on the wrestling techniques of the students of two groups according to the wrestling techniques evaluation st

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andards, and simultaneously summative target-hitting and skills evaluation were conducted. The techniques evaluation standards include not only the actions'' continuity, coordination, stability, accuracy, and effectiveness, but also the actions'' strength, speed, rhythm, sequence, flexibility and other psychological performance qualities. These can be defined as the quality of the performance of the action. Action quality and performance quality were evaluated with a hundred-mark system, respectively.

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