Evaluation model of teaching effectiveness of sports characteristic course based on intelligent fuzzy system

Abstract

In order to improve the accuracy of the teaching effect evaluation, a teaching effect evaluation model based on the intelligent fuzzy system is designed. The evaluation index are selected based on the teaching situation of physical education courses, relevant national policy documents, subject textbooks, intelligent fuzzy system to modify the index system through expert interview, determine the weight coefficient of each index by hierarchical analysis method (AHP), and calculate the single layer and total ranking of the index matrix to realize the evaluation of physical education courses. The test results show that the fuzzy evaluation accuracy of the proposed model is above 95.63%, with high evaluation performance and strong utility.

Keywords

Intelligent fuzzy system sports characteristic course evaluation model of teaching effectiveness teaching hardware analytic hierarchy process

1. Introduction

According to the survey, more than 30 universities and 25 directly comprehensive universities under China have opened a variety of sports elective courses, with more than 50 elective courses, which provides a large choice space for students. A few schools are carrying out pilot work of characteristic sports courses in Peking University and other places. However, most colleges and universities pay enough attention to the teaching content of sports characteristic courses, and the teaching effect is not ideal. In order to improve the teaching effect of physical education characteristic courses, it is necessary to accurately evaluate the teaching effect of physical education characteristic courses.

Reference [1] selects the wooden ball characteristic sports teaching project of Ningbo Institute of Engineering as a case, to evaluate the curriculum mode of “teaching-training-competition” through literature analysis, questionnaire survey, expert interview, practice summary and other methods. Based on the theory of building the campus characteristic sports culture and deepening the integration mode of teaching inside and outside the class, the framework diagram of the characteristic physical education teaching mode and a comprehensive assessment and evaluation system are constructed, and improvement strategies such as multi-dimensional evaluation standards are put forward. The evaluation model is poor and cannot meet the actual requirements of quality evaluation.

Reference [2] conducts the overall evaluation of the teaching quality of ice and snow characteristic sports courses in colleges and Heilongjiang universities. Under the guidance of “dissipative structure” theory, starting from the characteristics of ice and snow sports education teaching, analyze the evaluation system of ice and snow physical education teaching evaluation system, put forward the key index of the teaching effect evaluation of characteristic physical education courses is students’ satisfaction with the curriculum, and accordingly to build a diversified ice and snow sports education teaching evaluation system in colleges and universities. The evaluation method provides theoretical reference for improving physical teaching in ice and snow and provides beneficial supplement to improving the quality of physical education, but the method only takes student satisfaction as a single index of evaluation, and the evaluation accuracy is not high.

In order to improve the evaluation accuracy of PE characteristic courses, a PE characteristic courses teaching effect evaluation model based on an intelligent fuzzy system is designed. Analyze the teaching status of physical education courses and relevant national policy documents, select the evaluation index, construct the evaluation system based on intelligent fuzzy system, determine the evaluation coefficient by AHP algorithm and calculate the index matrix sequence to realize the evaluation of physical education curriculum. The experimental results prove that the designed evaluation model has high evaluation accuracy and practical value. The innovation point of this model is to calculate the index matrix order by using the fuzzy quantitative method of qualitative index weight, and establish a complete index system.

2. Design of evaluation model for teaching effectiveness of sports characteristic course based on intelligent fuzzy system

2.1 Primary selection of evaluation index

In the selection of evaluation index content, we choose from many aspects, mainly from the analysis of the national and provincial system, the results and analysis of the current situation of sports characteristic curriculum teaching, the relevant national policy documents, subject books and literature [3].

First level indicators: The four first level indicators in the supervision and evaluation index system for “Teaching of Sports Characteristic Courses Are Overall Management”, education and teaching, condition guarantee and physical health. The five first level indicators in the “Detailed Rules for the Evaluation of Teaching Work of Sports Characteristic Courses” are respectively organization and management, deepening the teaching reform of sports characteristic courses, strengthening extracurricular physical exercise, improving the training and competition system, and condition guarantee. The factors that affect the teaching of sports characteristic courses are interpenetrated in all aspects of school sports work. The education and teaching in the two systems and deepening the reform of sports teaching directly affect the teaching of sports characteristic courses. Part of the extension of other indicators also have factors that affect the teaching of sports characteristic courses. Therefore, combined with the above indicators, the following five indicators are proposed as sports characteristic courses. The first level indicators of teaching effectiveness evaluation model are teaching hardware, teaching software, teaching implementation, teaching evaluation and teaching achievement [4].

Secondary indicators: According to the “Subject Theory of School Sports Characteristic Curriculum” and “Teaching Theory of Sports Characteristic Curriculum”, the above five indicators are decomposed as follows:

Teaching hardware includes sports venues and sports equipment.

Teaching software is divided into teaching hardware management system, curriculum plan, unit class hour plan, teachers’ teaching plan and physical education teachers.

Teaching implementation is the teaching process, which is divided into teaching objectives, teaching contents, teaching methods, teaching organization and teaching evaluation.

“School physical education” wrote that “in addition to student evaluation and teacher evaluation, class teachers and parents other than teaching and learning can also participate in the evaluation of students’ physical education and healthy learning”; “School physical education and students” development are mutually influencing, and students are the main body of school physical education. Only by correctly understanding and fully respecting students’ physical, psychological and social development can we achieve this goal can adapt to the law of movement development, in order to promote the comprehensive development of students [5]. Therefore, teaching evaluation is divided into student evaluation, teacher evaluation, school evaluation and parent evaluation. The teaching results are divided into sports skills, sports participation, physical health, mental health and social adaptation.

Based on the above description of the sources of the first and second level indicators, the first and second level indicator groups are formulated. As shown in Fig. 1.

Figure 1.

Summary of primary and secondary indicators.

Three level indicators: the indicators directly related to physical education in the index system of supervision and evaluation of teaching work of physical education characteristic courses are: the opening rate of physical education, the necessary safety education, the teaching of sports events, the improvement of students’ special sports ability, the formation of tradition in at least two sports events, the allocation rate of physical education teachers, the standard rate of sports venues, and the standard rate of sports equipment. The rate of reaching the national standard of students’ physical health [6].

The indicators directly related to physical education in the “Detailed Rules for the Evaluation of Teaching Work of Physical Education Characteristic Courses” are: The school has the school year and semester plan of physical education work, and the passing rate of physical fitness test is in the middle. More than 80% of them should implement the national regulations on PE class hours, teach PE well according to the national requirements, and standardize PE classroom teaching. Teachers should have class hour plans, carry out sports teaching, help students master one or two sports techniques, focus on “one school, one product, one school, many products”, carry out school PE work, equip PE teachers with qualified conditions, and implement PE teachers’ business training, the establishment of physical education teacher management system, good management and use of sports facilities [7].

The indexes involved in the investigation and analysis of the current situation of the teaching of sports characteristic courses are the number of teachers’ class hours, the number of students per class, the number of sports theory classes, the good start of sports classes (including the occupation of sports classes, the number of class hours, the attendance of teachers, and the schedule of courses), the age, gender, educational background, teaching years, sports meetings, and sports activities of teachers, theoretical knowledge, sports teaching, teachers’ dress, formal teaching time, teachers’ classroom language, after class evaluation, teaching effect (mainly including the satisfaction evaluation of teaching effect from the perspective of teachers and students), homework assignment.

When expounding the “teaching objectives in school physical education”, it is mentioned that “every upper level objective must be organically connected with and consistent with the upper level physical education and health curriculum objectives; The objectives should have accurate wording; The physical education teaching objectives should fully consider the actual situation of students”. Therefore, clear objectives, achievable and evaluable objectives, phased objectives and comprehensive compliance with the “Standard” are regarded as the subordinate indicators of teaching objectives.

“School physical education” mentioned in the elaboration of the teaching content, “in the selection of teaching content, we should consider whether the selected content can enable students to master the basic knowledge and skills of sports and health; The teaching content should conform to the physical and mental development characteristics of students in different periods”. Therefore, the explicit sports teaching, teaching content in line with the characteristics of students, the explanation of sports theoretical knowledge as the subordinate indicators of teaching content.

When expounding the teaching methods in “school physical education”, it is mentioned that “when choosing the teaching methods of physical education, we should consider the teaching objectives of physical education, the content characteristics of physical education textbooks, the actual situation of students and the actual situation of physical education teachers”. Therefore, it will be in line with the physical education teaching objectives, in line with the teaching content, in line with the actual situation of students, in line with the actual situation of teachers as the subordinate indicators of teaching methods.

“School physical education” mentioned that “reasonable use of guidance and instruction is the basic requirement of physical education organization and management; Reasonable design of physical education teaching process is the problem that should be paid attention to in physical education organization and management”. Therefore, clear explanation language, standardized demonstration action, formal teaching time and no serious teaching accidents are taken as the subordinate indicators of teaching organization.

When expounding the teaching evaluation in “school physical education”, it is mentioned that “the evaluation methods of physical education and healthy learning must be diversified, and the formative evaluation and summative evaluation must be combined”. Therefore, students’ classroom performance evaluation and students’ classroom effect evaluation are regarded as the subordinate indicators of teaching evaluation [8].

“School physical education” in the main body of the evaluation of physical education and health learning described that in order to fully understand the learning situation of students, physical education teachers can evaluate the students’ academic performance from the outside, also can let students participate in the evaluation, students can self-evaluation and mutual evaluation of their own and peer learning. If conditions permit, parents can also participate in the evaluation. Therefore, the self-evaluation and mutual evaluation of students, teachers, schools and parents are regarded as their subordinate indicators.

Based on the sources of the above three levels of indicators, an indicator system is preliminarily established [9]. The details are shown in Table 1.

Table 1

Index group system

Serial number	Secondary indicators	Third level indicators
1	Teaching space	Site quantity and quality;
2	Teaching equipment	Quantity and quality of equipment;
3	Teaching hardware management system	Site management system and equipment management system;
4	Curriculum plan	The curriculum arrangement is in line with the characteristics of students, the conflict between curriculum and teachers’ work, and the number of curriculum arrangement is in line with the national regulations;
5	Unit lesson plan	The content is continuous, the class hour plan is consistent with the basic situation of the school, and the school-based curriculum content is available;
6	Lesson plan	There are teaching plans and teaching plan specifications before class;
7	Physical education teachers	Physical education teachers number ratio, physical education teachers structure, physical education teachers continuing education;
8	Teaching objectives	The goal is clear, achievable and evaluable, the goal is phased, the goal should be comprehensive, in line with the “standard”;
9	Content of courses	Clear sports teaching, teaching content in line with the characteristics of students, sports theory knowledge explanation;
10	Teaching method	In line with the physical education teaching objectives, in line with the teaching content, in line with the actual situation of students, in line with the actual situation of teachers;
11	Teaching organization	The explanation is clear, the demonstration action is standard, the formal teaching time, and there is no serious teaching accident;
12	Teaching evaluation	Students’ classroom performance evaluation, students’ classroom effect evaluation;
13	Student evaluation	Students’ self-expression evaluation, students’ evaluation of teachers’ teaching ability, students’ evaluation of school teaching work;
14	Teacher evaluation	Teachers’ self-teaching ability evaluation, teachers’ overall learning evaluation of students, teachers’ evaluation of school teaching work;
15	School evaluation	School self-evaluation of teaching work, school evaluation of students as a whole, school evaluation of teachers;
16	Parental evaluation	Parents evaluate students’ physical education learning, teachers’ teaching ability and school teaching work;
17	Motor skills	Have at least one skilled sports skill and more than two more skilled sports;
18	Sports participation	Be able to actively participate in classroom learning and develop self- exercise interest;
19	Good health	Physical fitness test to meet national standards, correct body posture, strong resistance to disease;
20	Mental health and social adaptation	Like to participate in sports with others, dare to participate in sports in a strange environment.

Selection of evaluation index content: Based on intelligent fuzzy system, the index content is modified through expert interview. For the five front-line teaching workers of sports characteristic courses, face-to-face interviews were used to ask the five teachers to put forward their opinions on the rationality of the index group, point out the indexes that need to be deleted and modified, and put forward their modification opinions on the indexes that need to be modified [10].

Expert A’s interview results: The first level indicators can fully reflect the scope of physical education teaching, and the relationship between the superior and subordinate and the same level of most indicators is basically logical. It is suggested that “teaching hardware management system”, one of the secondary indicators of “teaching software”, should be transferred to the tertiary indicators of teaching hardware, so as to coordinate the number of indicators between teaching hardware and teaching software. Therefore, “site management system” and “equipment management system” are regarded as the subordinate indexes of “teaching site” and “teaching equipment” respectively. It is suggested to add “teaching reward and punishment system” into the secondary index of “teaching software”. Therefore, “teaching reward and punishment system” is listed as the fifth second level index of teaching software, and “clear reward and punishment principle” and “strong implementation” are taken as the third level index of its subordinates. It is suggested that the subordinate indicators of “teaching methods” should be “in line with the actual situation of students” and “in line with the actual situation of teachers” should be merged into “in line with the actual situation of schools, teachers and schools” [11].

Expert B’s interview results: The source of indicators is reasonable, and the logical relationship between indicators is good, which can better evaluate physical education teaching. It is suggested that the indicators which may cause ambiguity due to word repetition should be slightly modified.

Expert C’s interview results: Indicators can basically reflect all the factors of physical education. It is suggested to distinguish the two “teaching evaluation” in the index group. It is suggested that “parent evaluation” should be changed to “other evaluation” or deleted, because this evaluation is difficult to implement and seems irrelevant. Therefore, the “teaching evaluation” in “teaching implementation” is changed to “classroom teaching evaluation”, and the first level index “teaching evaluation” is changed to “sports and healthy learning evaluation”. In order to ensure the integrity of the evaluation, we decided not to adopt the suggestion of deleting “parent evaluation” [12].

Expert D’s interview results: The indicators are basically logical and can reflect all aspects of physical education. It is suggested that “teaching plan” should be changed into “teaching plan”. It is suggested that the second level indicator “teaching evaluation” and the fourth level indicator “teaching evaluation” in “teaching implementation” should be distinguished in terms of words, so that there is no need to spend extra language to describe the difference between the two. Therefore, the “teaching evaluation” in the “teaching implementation” is changed to “classroom teaching evaluation”, and the first level index “teaching evaluation” is changed to “physical education curriculum learning evaluation” [13]. It is suggested that the index of sports theoretical knowledge should be added to the teaching achievement. Therefore, sports theoretical knowledge should be listed as the fifth second level index of teaching achievement, and its subordinate third level indexes are “health care knowledge”, “safety movement and protection knowledge”, “sports common sense”, “sports morality and spirit”.

Expert E’s interview results: The indicators can basically meet the needs of physical education teaching evaluation, and the sources of indicators are reliable. It is suggested that the two subordinate indicators in the “teaching hardware management system” should be put into the three-level indicators of “teaching hardware”. Therefore, the “teaching site management system” is listed as the subordinate index of “teaching site”, and the “teaching equipment management system” is listed as the subordinate index of “teaching equipment”.

Based on the above experts’ suggestions and the knowledge base of intelligent fuzzy system, the index system is modified.

2.2 Construction of evaluation model for teaching effectiveness of sports characteristic courses

After modifying the index system, the evaluation model of teaching effectiveness of sports characteristic course is constructed as shown in Table 2.

Table 2
Evaluation model of teaching effectiveness of sports characteristic courses

First level indicators	Secondary indicators	Third level indicators
A1 teaching hardware	B11 site	C111 quantity, C112 quality and C113 management system;
	B12 equipment	C121 quantity, C122 quality and C123 management system;
A2 teaching software	B21 curriculum plan	C211 is in line with the characteristics of students, C212 is in conflict with the work of teachers, and the number of C213 is in line with the national regulations;
	Lesson plan of B22 unit	C221 content has continuity, C222 content conforms to the basic situation of the school, c223 has school-based curriculum content;
	B23 lesson plan	There are class hour plan and C232 plan specification before C231 class;
	B24 teaching reward and punishment system	C241 has reward and punishment system, and C242 has strong enforcement;
	B25 physical education teachers	C251 teacher allocation ratio, B252 teacher structure, B253 teacher continuing education;
A3 teaching implementation	B31 teaching objectives	C311 can be evaluated, C312 is phased, and C313 meets the standard;
	B32 teaching content	C321 sports teaching, C322 in line with the characteristics of students, C323 theoretical knowledge;
	B33 teaching method	C311 is in line with the teaching objectives, C312 is in line with the teaching content, and C313 is in line with the status of students, teachers and schools;
	B34 teaching organization	C341 has clear explanation, C342 has standard action, C343 has formal teaching time, and c344 has no teaching accident;
	B35 classroom teaching evaluation	C311 students’ classroom performance evaluation, C312 students’ classroom effect evaluation;
A4 evaluation of physical education	B41 student evaluation	C411 self-evaluation, C412 teacher evaluation, C413 school evaluation;
and healthy learning	B42 teacher evaluation	C421 self-evaluation, C422 student evaluation, C423 school evaluation;
	B43 school evaluation	C431 self-evaluation, C432 evaluation of students, C433 evaluation of teachers;
	B44 parental evaluation	C441 for students, C442 for teachers and C443 for schools;
A5 teaching	B51 motor skills	C511 at least one skilled skill, C512 more than two skilled projects;
achievement	B52 sports participation	C521 actively participate in the classroom, C522 self-exercise interest;
	B53 good health	C531 physical fitness test, C532 body posture, C533 disease resistance;
	B54 mental health and social adaptation	C541 to participate in sports with others, C542 to exercise in a strange environment;
	B55 sports theory knowledge	C551 health care knowledge, C552 safety movement and protection knowledge, C553 sports common sense, C554 sports morality and spirit.

2.3 Weight of evaluation index

Analytic hierarchy process (AHP) is selected to determine the weight coefficient of each index. Analytic hierarchy process (AHP) is a systematic method that takes a complex multi-objective decision-making problem as a system, decomposes the objective into multiple objectives or criteria, and then decomposes it into several levels of multiple indicators, and calculates the single and total ranking of levels through the fuzzy quantitative method of qualitative indicators, so as to optimize the decision-making of objectives and multiple schemes [14].

The application of AHP can be carried out in the following four steps:

Step 1: Analyzing the relationship between various factors in the system, and establish the hierarchical structure of the system, as shown in Fig. 2 [15].

Figure 2.

Establish the hierarchical structure of the system.

Step 2: Comparing the importance of each element in the same level with respect to a criterion in the upper level, and construct the judgment matrix of pairwise comparison;

Step 3: Calculating the relative weight of the compared element to the criterion by the judgment matrix, and check the consistency of the judgment matrix;

(1) Calculating the product of the elements in row $A$ as follows:

$\displaystyle A_{i}=\left\{{\begin{array}[]{l}1*x*y\\ 1/x*1*z\\ 1/y*1/z*1\\ \end{array}}\right\}$ (1)

In Eq. (1), $A_{i}$ represents the product of elements in each row of $A$ ; $x$ , $y$ and $z$ represent the element coordinates.

(2) Calculating the $n$ -the root of the product of each row, denoted as $\bar{W}$ . The specific formula is as follows:

$\displaystyle\bar{W}=\sqrt[n]{A_{i}}$ (2)

(3) The vector $\bar{W}$ is normalized to obtain the feature vector $W_{i}$ , which is the weight of each index;

(4) One order test and basic satisfactory consistency test are carried out for the eigenvectors. When CI $<$ 0.1, there may be no confusion logic, indicating that the weight is acceptable [16]. When CR $<$ 0.1, it is considered that the judgment matrix has satisfactory consistency, otherwise it needs to adjust the matrix [17].

Step 4: Calculating the total sorting weight of each level for the system and sort it. Finally, the total ranking of each scheme for the overall goal is obtained [18].

This paper compares and judges the teaching effectiveness evaluation model of sports characteristic course from top to bottom, and makes a matrix table. According to the matrix table, the weight coefficient is calculated and tested. When CI $<$ 0.1, there may be no confusion logic, indicating that the weight is acceptable. When CR $<$ 0.1, it is considered that the judgment matrix has satisfactory consistency, otherwise it needs to adjust the matrix. According to the above method, the second level index and the third level index are weighted, and the weight coefficient table is made.

Determination of evaluation criteria: the evaluation index system includes three parts: First, evaluation index; Second, evaluation index weight; Third, evaluation criteria [19].

Evaluation standard refers to the value scale and boundary that people apply to objects in evaluation activities. The evaluation criteria include two aspects, one is the overall evaluation criteria, the other is the evaluation criteria and evaluation criteria of a single index. Use the evaluation criteria and evaluation criteria to evaluate a single index, get the weight score, and finally get the total score, and then grade the total score according to the overall evaluation criteria [20, 21].

3. Empirical research

3.1 Experimental design

This paper makes an empirical study on the effectiveness evaluation model of physical education characteristic course based on intelligent fuzzy system. According to the information feedback of graduates, health sports are very needed in medical work. Since the end of last century, the ministry of physical education has adjusted its teaching plan and set up simplified Taijiquan class in the first semester of grade one, so as to lay the foundation for freshmen to learn traditional health care sports and increase the time for students to review and consolidate Taijiquan in school. At the same time, it has created an organized morning exercise and a class Taijiquan competition system with broadcast exercise and Taijiquan as the main contents, which has greatly stimulated their enthusiasm. The students’ enthusiasm for practicing Taijiquan has been improved, and the atmosphere of Taijiquan practicing every day has been initially formed on campus. From 2002 to 2006, the promulgation of the new “Outline” has brought the spring breeze of reform to the construction of physical education curriculum in colleges and universities, and provided a broad working space. To explore the way of physical education reform in colleges and universities and to build a new physical education curriculum model is the comprehensive and systematic reform of public physical education curriculum in colleges and universities, which has become the central work of physical education reform in colleges and universities. The implementation of the new “Outline” has accelerated the pace of school physical education curriculum construction, and carried out a comprehensive and systematic physical education curriculum reform in combination with the specific situation of the school. In the first semester, simplified Taijiquan is reserved as a compulsory course for students. In the second to fourth semester, more than ten optional courses are offered for students to choose according to the conditions of school venues and the actual situation of teaching staff. These include Taiji sword, Taiji Fan, martial arts, Yijinjing, Baduanjin, Wuqinxi, Liuzijue and other health sports, as well as basketball, football, volleyball, table tennis, badminton, tennis, aerobics and other common sports popular with students. The sports with professional characteristics and rich and colorful are popular with students, and they are full of satisfaction in the new mode of physical education. The satisfaction rate of students reached 100%. During this period, completed the city’s education science planning “Tenth Five Year” project “Research on the function of Chinese traditional health sports education”, the State General Administration of sports project “Research on Baduanjin intervention in middle-aged and elderly lipid metabolism” and other related topics; Passed the city’s Education Commission “implementation of school physical education regulations” evaluation. In the national traditional health sports meeting of TCM colleges and universities, the school team won the first place in the collective “Yijinjing” project and collective Taijiquan for many times. In recent years, on the basis of many years of practical research, further strengthen the theoretical research and practice, in order to gradually form the health care sports curriculum system, at the same time, the curriculum objectives, teaching mode, teaching methods, examination methods and other in-depth reform experiment, in order to improve the teaching effect of sports characteristic curriculum. The idea of running a school for sports characteristic courses is: Taking sports teaching and scientific research as the guide, deepening the construction of sports courses with traditional Chinese medicine characteristics as the center, taking colorful sunshine sports activities and competitive sports as the two wings, comprehensively carrying out all kinds of sports work, so that students can not only master and use more than two health sports. It can also master one or two sports skills, set up the idea of lifelong sports, and become the disseminator of Chinese traditional health sports and the active participant of social sports. In order to achieve the goal of physical education curriculum, we have established a physical education curriculum structure which includes classroom teaching, organized morning exercises and extracurricular physical exercises, special training of team, student sports association activities and sports competitions at all levels.

Using the teaching effectiveness evaluation model of sports characteristic course based on intelligent fuzzy system, the teaching effectiveness evaluation experiment of sports characteristic course in our school was carried out. The fuzzy evaluation performance of the teaching effectiveness evaluation model of sports characteristic course based on intelligent fuzzy system, that is, the fuzzy evaluation accuracy of the model, is obtained as the experimental data.

3.2 Result analysis

The experimental data of the fuzzy evaluation accuracy of the teaching effectiveness evaluation model of sports characteristic course based on intelligent fuzzy system are shown in Table 3.

Table 3
Experimental data of fuzzy evaluation accuracy

Serial number	PE characteristic course hours (h/year)	Accuracy of fuzzy evaluation (%)
1	120	99.36
2	150	95.63
3	180	96.32
4	210	97.21
5	240	98.57
6	270	99.35
7	300	98.35

According to the experimental data of fuzzy evaluation accuracy in Table 3, the fuzzy evaluation accuracy of the teaching effectiveness evaluation model based on intelligent fuzzy system is higher.

4. Conclusion

In order to ensure the further development of PE curriculum teaching effect, we need to accurately evaluate the teaching effect of PE curriculum. We designed a model based on intelligent fuzzy system. Study the teaching status of physical education characteristic courses and relevant national documents, select three-level evaluation index, based on the intelligent fuzzy system knowledge base and correct the index system through expert interview; Use AHP algorithm, and use qualitative index fuzzy quantitative method to realize the evaluation of teaching effect. The experimental results prove that the evaluation model designed has high evaluation accuracy and practical value, and has great significance to the development and promotion of sports characteristic curriculum teaching. However, due to the limited conditions, this paper focuses on improving the evaluation accuracy of the model, and does not study the evaluation speed of the model. Future research can further improve the evaluation efficiency on the basis of ensuring the evaluation accuracy.

References

Liu

. “Teaching-training-competition trinity” exploration and practice on the universities innovative model of special sports curriculum. Zhejiang Sport Sci. 2020; 42(5): 52-57.

Sun

Ping

. On the teaching evaluation system in Heilongjiang province. Sports Sci Technol Doc. 2020; 28(9): 15+30.

Karaca

Filiz

. Physical education and sports course value orientations of secondary school students. Kuramsal Eitimbilim. 2020; 13(4): 716-730.

Aras

Yiit

Kayam

. Blsel yorgunluun egzersz ve spor performansina etkler (effects of cognitive fatigue on exercise and sport performance). Ankara Niversitesi Beden Eitimi Ve Spor Yüksekokulu Spormetre Beden Eitimi Ve Spor Bilimleri Dergisi. 2020; 18(1): 1-32.

Lper

Kiraz

. Türke renen yabanc renciler asndan gazeteleri okuyabilmek iin gereksinim duyulan szcük saysnn belirlenmesi. Erzincan Niversitesi Eitim Fakültesi Dergisi. 2020; 22(3): 708-722.

Kara

Kunt

. An examination of Sarikami destination competitiveness from the luge athletes’ perspective: The relationship between tourism experience and perceived destination competitiveness. Anais Brasileiros De Estudos Turísticos-ABET. 2021; 10(1): 1-10.

Karayigit

Sar

Nal

. Yksek ddetl nterval antrenmanlarin (Hiit) aerobk dayaniklilik ve vcut ya yakimi zerne etkler. Ankara Niversitesi Beden Eitimi Ve Spor Yüksekokulu Spormetre Beden Eitimi Ve Spor Bilimleri Dergisi. 2020; 18(4): 1-13.

Eitimi

Dergisi

Eski

. Ki sporlari farkindalik Le (Ksf) geltrme alimasi. Ankara Niversitesi Beden Eitimi Ve Spor Yüksekokulu Spormetre Beden Eitimi Ve Spor Bilimleri Dergisi. 2020; 18(1): 131-143.

Liang

. Role of artificial intelligence algorithm for taekwondo teaching effect evaluation model. J Intell Fuzzy Syst. 2020; 40(2): 3239-3250.

10.

Chen

. Evaluation of teaching effect of internet of things education platform based on long-term and short-term memory network. Int J Contin Eng Educ and Life-Long Learn. 2021; 31(1): 36-52.

11.

Zhang

. The development of an evaluation model to assess the effect of online English teaching based on fuzzy mathematics. Int J Emerging Technol Learn. 2021; 16(12): 186-200.

12.

Yang

. Artificial intelligence-based strategies for improving the teaching effect of art major courses in colleges. Int J Emerging Technol Learn. 2020; 15(22): 146-160.

13.

Akda

Smail

Ahn

. The effect of blog-based teaching in ‘assessment and evaluation’ course on academic achievement. Participatory Educ Res. 2021; 8(3): 121-135.

14.

Yang

Luo

. Construction of undergraduate teaching quality assurance system and evaluation of quality improvement effect under the background of review and assessment. DEStech Trans Social Sci Educ Human Sci. 2020.

15.

Kramers

Turgeon

Bean

Sabourin

Camire

. Examining the roles of coaching experience and coach training on coaches’ perceived life skills teaching. Int J Sports Sci Coach. 2020; 15(4): 576-583.

16.

Cesur

. Opinions on the use of magic card tricks in teaching English to young learners. Trakya Eitim Dergisi. 2020; 10(1): 285-297.

17.

Balyemez

. Teaching history in the Turkish Cypriot education system. Gazi Niversitesi Gazi Eitim Fakültesi Dergisi. 2020; 40(3): 1193-1217.

18.

Erba

Hüseyin

. Prediction validity of teaching efficacy on task-centered anxiety: A study on physical education teacher candidates. Kuramsal Eitimbilim. 2020; 13(4): 701-715.

19.

Grkan

Dolapiolu

. The effects of teaching strategies, methods and techniques on creative thinking: A meta-analysis study. Uluslararas Eitim Programlar Ve Retim Almalar Dergisi. 2020; 10(1): 149-188.

20.

Neslihan

BAYD

Eker

Alsnanolu

. Pre-service teachers’ opinions about teaching practice course. Anadolu Niversitesi Eitim Fakültesi Dergisi. 2020; 4(1): 1-20.

21.

Wang

Lin