Research and Practice of Integrating Ethnic Sports Programs into Higher Vocational Physical Education Teaching under the Perspective of “Cultural Confidence”

With the passage of time and the continuous reform and innovation of the society, the level of educational work in all disciplines of China’s curriculum has been significantly improved, and physical education teaching in higher vocational schools is no exception [1–2]. At the same time, the expectations of higher vocational students for the teaching of physical education courses are also gradually increasing. Nevertheless, there are still some problems in physical education teaching in many higher vocational schools, such as the lack of depth of physical education teaching content, the rigidity of the curriculum content is difficult to meet the learning needs of students, etc., which is not conducive to the sustainable development of the higher vocational physical education teaching work at a high level [3–4]. However, after integrating ethnic sports into the practical teaching of higher vocational sports, many problems that existed in the past can be effectively solved, and at the same time, this is also a feasible countermeasure for the inheritance, promotion and redevelopment of ethnic sports [5–6].

Due to the significant local characteristics of ethnic traditional sports, and its cohesion of excellent national wisdom and spirit, it is increasingly receiving people’s attention, and it has stimulated the recognition of Chinese traditional culture, which is conducive to further promoting the inheritance of excellent traditional Chinese national culture [7–8]. In recent years, the development of national fitness movement has prompted the national traditional sports program to become a hotspot of fitness movement, which has gradually aroused scholars’ attention to the national traditional sports [9–10]. Colleges and universities, as the dissemination of traditional culture, the introduction of national traditional sports into the teaching of higher vocational sports can not only enrich the content of higher vocational sports teaching and promote students’ physical fitness, but also promote the practicality and infectious force of higher vocational sports teaching, improve students’ understanding of national traditional culture, attract students’ interest in national traditional sports and culture, and lay the foundation of inheriting and developing traditional culture, so as to promote the higher vocational sports of sustainable development [11–13].

To a large extent, the national traditional programs need to be combined with the whole teaching process in higher vocational colleges and universities, which will improve the ideological responsibility consciousness of children in higher vocational colleges and universities and tend to identify with the traditional cultural characteristics [14–15]. In China’s major conferences on cultural self-confidence has been put forward many times, and in order to realize the great rejuvenation of the Chinese nation, must enhance the construction of its related, so as to enable the dissemination of China’s excellent traditional culture, and for this great treasure, must cherish, this is China’s long time left behind the excellent sports program [16–18].

Traditional sports programs are the essence of regional history and culture, containing the spiritual kernel of traditional culture, traditional sports programs maintain their sports kernel while also playing a value in other areas, such as as non-heritage programs to achieve the spiritual and cultural kernel of inheritance or to become a typical representative of the regional cultural and tourism development and promotion, to promote the development of the local economy and tourism, and so on. Literature [19] elucidated that national traditional sports and traditional game activity programs have been included in the list of non-heritage, and these non-heritage cultures are of great significance to national tourism and regional development, and analyzed the content of tourism promotion by using content analysis method to explain the relationship between traditional sports non-heritage cultures and regional tourism strategies. Literature [20] studied the traditional sport Paraga game based on the qualitative description method and concluded that the function of this traditional sport has been transformed in order to be presented to the outside world as a unique non-heritage cultural program in the form of performance. Literature [21] viewed traditional sports as a cultural product of a specific region and attempted to discuss how regional culture influences the formation and development of traditional sports from the perspective of socio-cultural processes, which explains the ethnic variability in sports. Literature [22] examined the influence of history, character value constraints and other indicators on the traditional sport Barapan Kebo, based on observation, interviews and descriptive inductive approach, it is pointed out that the Barapan Kebo traditional sports program along with the emergence of agricultural land processing technology technology, has now become a symbol of cultural tourism in Sumbawa, often along with charitable, local customary activities and so on. Literature [23] studied the cultural soft power of Chinese traditional sports programs, and found that the current Chinese traditional sports culture awareness and attractiveness are extremely high, but the cultural action power performance is poor, and also confirmed that the Chinese cultural soft power model with the strategic environment of healthy China as the underlying logic can effectively assess the development of Chinese traditional sports.

Physical education is an important part of students’ education, and there are numerous researches on physical education, with the main research directions of technology empowerment, optimal design of teaching methods and teaching evaluation. The mainstream research direction of technology empowerment is the integration path and actual performance of virtual reality technology, the optimal design of teaching methods is mainly centered on the theory of teaching attitudes and teaching experience, and the teaching evaluation is mainly focused on the impact of physical education on students’ physical quality, values and other professional learning. Physical fitness, value formation and other professional learning. Literature [24] describes the practice of virtual world technology in the field of physical education teaching, although the technology is still in the primary stage of application, often in the form of games, and points out that the future development of virtual world specialization in order to achieve the integration of meta-universe technology and physical education disciplines. Literature [25] systematically reviewed and summarized the theoretical research model of physical education teaching attitudes, including its research methodology, as well as the measurement problems in attitude research, score reliability problems, and finally summarized the research results of the attitudes of students and teachers in the process of physical education teaching, which made a positive contribution to the optimization and improvement of physical education teaching. Literature [26] discusses the feasibility and effect of digital technology-enabled physical education teaching practice from the perspectives of worldview, thinking, physical fitness, and spiritual morality, and puts forward professional insights in a targeted manner, which provides an important reference for the digital informatization construction of physical education teaching. Literature [27] describes a teaching method that assists pre-service physical education teachers to promote physical education teaching in which students have meaningful experiences, which contains five principles involving instructional planning, instructional experience, instructional design, instructional analysis, and instructional reflection, and is corroborated with reliability through practice. Literature [28] discusses how teachers’ physical education teaching process influences the formation of spiritual and moral values in adolescents and emphasizes the great potential of physical education in the shaping of students’ moral values, which needs to be implemented with the most effective pedagogical methodology, instructional techniques, and principles of educational influence. Literature [29] conceptualized a model of hands-on physical education teaching and introduced pedagogical strategies such as recognizing subjectivity and meaningful challenge, focusing on the content of physical practice, adequate exercise time, and standards of excellence as important contributors to the improvement of working methods in physical education.

The study proposes a strategy for integrating ethnic sports into higher vocational sports teaching under the perspective of “cultural confidence”, which includes adapting ethnic sports, focusing on ethnic sports training, carrying out extracurricular ethnic sports teaching, and teaching ethnic sports and cultural knowledge, as well as constructing an AHP-FCE model to analyze the effect of higher vocational sports teaching practice. From the three dimensions of cultural confidence and teaching integration, teaching practice and management, and student development and evaluation as the entry point, the evaluation index system was constructed and the weights of the indexes were calculated. A fuzzy comprehensive evaluation model was established to analyze the effect of teaching practice according to the determined weights and affiliation matrix.

2

Research on the integration of national sports programs into the teaching of physical education at the higher vocational level

2.1

The value of cultural confidence in pedagogical inclusion

2.1.1

Fostering patriotism among students

The development of national traditional sports has a thick history of thousands of years, and many national traditional programs have a certain origin. In the teaching of national traditional sports, each program or apparatus can tell students the glorious history of the Chinese nation and inspire students’ national self-confidence and pride. Teachers can combine today’s socialist values to guide students to be a patriotic and responsible person. For example, you can tell the students that the dragon boat rowing is to commemorate the great patriotic poet Qu Yuan, martial arts weapons in the Han Dynasty period of the sword was on behalf of the world’s most advanced level of iron smelting steel, the Han Dynasty relied on the sword to get rid of a hundred years of nomadic raids, so as to stimulate the students a strong sense of national pride and the spirit of patriotism. In the teaching of traditional national sports, the patriotic deeds of people practicing traditional national sports can also be praised, such as martial arts master Huo Yuanjia, Ip Man’s patriotic heart and patriotic behavior in the time of national crisis, the praise of these deeds can awaken the patriotic feelings of the students, and strengthen the students’ sense of national pride.

2.1.2

Fostering collectivism among students

The spirit of collectivism, that is, when acting collectively, ensures that the interests of the collective can be realized, and puts the affairs of the collective and the interests of the collective above the affairs of the individual. The spirit of collectivism is well reflected in students’ sense of collective honor, normality and discipline. The spirit of collectivism is crucial to accomplishing collective tasks and obtaining collective benefits. The students have a stronger collectivist spirit, which can unify the collective action, enhance the sense of collective honor, increase the sense of responsibility of team members, and ensure the completion of the task. In the traditional national sports programs, many need teamwork to complete, such as dragon dance and dragon boat, in the usual training or in the competition, not only need individual skills more important is the need for collective cooperation practice, concerted efforts, unity is the key to the training and competition, so as to improve the students’ obedience to the overall situation and the sense of teamwork.

2.1.3

Enhancement of students’ understanding of traditional ethnic cultures

Cultural inheritance not only enables the excellent culture formed by the nation in the course of history to be passed on to the next stage, but also strengthens the nation’s cultural theories in the course of historical development. Ethnic traditional sports is an important carrier of Chinese culture and a branch of the nation’s excellent traditional culture, and the education of ethnic traditional sports can not only let students understand the era background, content and emotions contained in ethnic traditional sports, but also strengthen the students’ awareness of ethnic traditional culture, which can help them to understand the traditional culture of the nation [30]. Teachers can elaborate the background and history of the development of national traditional sports through theoretical explanations, guide students to better understand the profound connotation of national traditional culture, and lay a good foundation for the inheritance and development of national traditional culture.

2.2

Strategies for integrating ethnic sports programs based on cultural confidence

2.2.1

Adaptation of national sports programs

Textbook reform is an indispensable process in the development of teaching. In modern education, colleges and universities in many countries will innovate the teaching content according to their own conditions and development, but at the same time, they will not leave the characteristic culture of their own nation, and they will publicize the national sports program as a characteristic culture in the campus and the society to promote the unique culture. In order to make ethnic sports programs better adapt to the physical education curriculum of higher vocational colleges and universities, it is necessary to rationalize and adapt them to make them more in line with the needs of physical education teaching in higher vocational colleges and universities. When adapting, more attention should be paid to retaining the cultural connotation of the sports program, focusing on the ethnicity of the sports program, paying attention to the ability of students of different ages to exercise, and putting “healthy exercise” in the first place, so that students can fully enjoy the fun of the ethnic sports program.

2.2.2

Focus on ethnic sports training

Introducing ethnic sports into higher vocational physical education courses requires a large number of professionals, the heritage of ethnic sports is based on human beings, and only with a large number of professionals to provide specialized guidance to students can we better implement the integration of ethnic sports into the physical education curriculum. However, reviewing the current situation, there are fewer sports talents teaching ethnic sports programs. Integrating ethnic sports programs into the teaching process can indirectly train some of the inheritors of ethnic sports programs. When promoting ethnic sports programs, attention should also be paid to the preparation of teaching materials. In the teaching materials, a logical and clear teaching system of national sports is formed, so that the national sports program can be written and visualized, and through the teaching materials, students can understand the problems that need to be paid attention to in the process of sports, so as to avoid injuries in the process of sports. Teachers should also pay attention to creating an atmosphere in the teaching process and designing ethnic sports programs that can release pressure, thus reducing the pressure of learning and life endured by students.

2.2.3

Extracurricular teaching of ethnic sports

Only through the introduction and practice of ethnic sports in the classroom, it is far from being able to promote the ethnic sports programs, teachers can make use of the leisure time after school to form ethnic sports clubs, so that students can have a comprehensive understanding of the ethnic sports programs in the activities of the clubs. For example, teachers can introduce different sports programs in the clubs and teach students according to their abilities, so that sports programs with different characteristics can be integrated into students’ daily life. Hold some competitions with national characteristics to deepen students’ impression of national sports and increase their participation. Higher vocational colleges and universities can equip clubs with professional ethnic sports teachers to guide students to understand ethnic sports programs more deeply. Higher vocational colleges and universities can also hold departmental national sports meets to expand the influence of national sports through competitions and mobilize students’ initiative and enthusiasm in learning national sports.

2.2.4

Imparting knowledge of national sports culture

All national sports programs have a rich historical background and cultural heritage. Teachers should not only pay attention to the teaching of skills and techniques when guiding students to learn ethnic sports, but also pay attention to the cultural background of ethnic sports, so that students can fully understand the cultural connotation of ethnic sports. By telling historical and cultural stories in the classroom, students can not only understand history, but also enhance their patriotic consciousness, national identity and national identity.

3

Analysis of higher vocational physical education teaching practice based on the AHP-FCE model

The previous section analyzed the strategy of integrating ethnic sports into higher vocational physical education teaching under the perspective of “cultural self-confidence”, and this chapter evaluates the practical effects of higher vocational physical education teaching under this strategy based on the AHP-FCE model.

3.1

Selection and determination of evaluation indicators

The study refers to several literatures and actual cases, combines the characteristics of ethnic sports programs and the actual situation of higher vocational sports teaching, and finally determines the indicators of the evaluation system for the integration of ethnic sports programs into higher vocational sports teaching as shown in Table 1. The indicator system constructs 7 secondary indicators and 21 tertiary indicators under 3 primary indicators of cultural confidence and teaching integration, teaching practice and management, and student development and evaluation.

Table 1.

Index of teaching evaluation system

Primary index	Secondary index	Tertiary index
A Cultural confidence and teaching fusion	A1 Cultural integration of teaching content	A11 The proportion of national sports in the course
		A12 The integration of ethnic cultural elements
		A13 The culture of students’ culture self-confidence
	A2 Teaching methods and means	A21 Students’ understanding of national sports
		A22 Cultural confidence enhancement
		A23 The embodiment of cultural confidence in the interaction of teaching
	A3 Teaching effect and feedback	A31 Awareness of national sports
		A32 Participate in national sports
		A33 Cultural confidence promotion
B Teaching practice and management	B1 Teaching group weaving and management	B11 The scientific and implementation of the teaching plan
		B12 The allocation and efficiency of teaching resources
		B13 The effect of teaching management on student satisfaction
	B2 Staff building	B21 Teacher’s professional skills and national sports knowledge level
		B22 The ability of teachers to cultivate self-confidence
		B23 The demonstration of teachers in teaching
C Student development and evaluation	C1 Student sports skills development	C11 The degree of mastery of students’ national sports skills
		C12 The diversity and innovation of student sports skills
		C13 The role of student sports skills in cultural heritage
	C2 Student culture improvement	C21 The students’ understanding of national sports culture
		C22 The cultural performance of students in sports activities
		C23 Comprehensive evaluation of students’ cultural literacy

3.2

Evaluation modeling

3.2.1

Constructing judgment matrices

Since the importance of each indicator to the evaluation target is different, different weight values should be assigned to different indicators. In this paper, the hierarchical analysis method (AHP) is used to construct the judgment matrix, and the relative importance of each factor in each indicator layer is compared two by two by the 1-9 scale method [31]. Where:

Scale value “1” indicates that two indicators are equally important when compared.

Scale value “3” indicates that one is slightly more important than the other when comparing two indicators.

Scale value “5” indicates that one is significantly more important than the other when comparing the two indicators.

A “7” indicates that one is more important than the other when comparing the two indicators.

Scale value “9” indicates that when comparing two indicators, one is more important than the other.

Scale values “2, 4, 6, 8” indicate the intermediate values of the above neighboring judgments.

3.2.2

Calculation of indicator weights and consistency test

1)

Compute the product M_i of the elements of each row of the judgment matrix: 1 $M_{i} = \prod_{j = 1}^{n} a_{i j} i = 1, 2, \dots, n$ {M_i} = \prod\limits_{j = 1}^n {{a_{ij}}} \quad i = 1,2, \cdots ,n

2)

Calculate the nth root ${\bar{W}}_{i}$ {{\bar W}_i} of M_i: 2 $\bar{W_{i}} = \sqrt[n]{M_{i}} = \sqrt[n]{\prod a_{i j}}$ \overline {{W_i}} = \root n \of {{M_i}} = \root n \of {\prod {{a_{ij}}} }

3)

Regularize the vector $\bar{W_{i}} = {\bar{W_{1}}, \bar{W_{2}}, ..., \bar{W_{n}}}^{T}$ \overline {{W_i}} = {\left\{ {\overline {{W_1}} ,\overline {{W_2}} ,...,\overline {{W_n}} } \right\}^T}: 3 $W_{i} = \bar{W_{i}} / \sum \bar{W_{i}}$ {W_i} = \overline {{W_i}} /\sum {\overline {{W_i}} }

4)

Compute the largest characteristic root λ_max of the judgment matrix: 4 $λ_{max} = \sum_{i = 1}^{n} \frac{{(A W)}_{i}}{n W_{i}} AND A W = [\begin{matrix} a_{11} & a_{12} & \dots & a_{1 n} \\ a_{21} & a_{22} & \dots & a_{2 n} \\ ⋮ & ⋮ & \dots & ⋮ \\ a_{n 1} & a_{n 2} & \dots & a_{n n} \end{matrix}] * [\begin{matrix} W_{1} \\ W_{2} \\ ⋮ \\ W_{n} \end{matrix}]$ {\lambda _{{\rm{max}}}} = \sum\limits_{i = 1}^n {{{{{(AW)}_i}} \over {n{W_i}}}} {\rm{ AND }}AW = \left[ {\matrix{ {{a_{11}}} & {{a_{12}}} & \cdots & {{a_{1n}}} \cr {{a_{21}}} & {{a_{22}}} & \cdots & {{a_{2n}}} \cr \vdots & \vdots & \cdots & \vdots \cr {{a_{n1}}} & {{a_{n2}}} & \cdots & {{a_{nn}}} \cr } } \right]*\left[ {\matrix{ {{W_1}} \cr {{W_2}} \cr \vdots \cr {{W_n}} \cr } } \right]

5)

Calculation of consistency indicators: 5 $C_{I} = (λ_{max} - n) / (n - 1)$ {C_I} = ({\lambda _{{\rm{max}}}} - n)/(n - 1)

6)

Calculate the consistency ratio C_R: 6 $C_{R} = \frac{C_{I}}{R_{I}}$ {C_R} = {\raise0.7ex\hbox{{{C_I}}} \!\mathord{\left/ {\vphantom {{{C_I}} {{R_I}}}}\right.\kern-\nulldelimiterspace} \!\lower0.7ex\hbox{{{R_I}}}}

When C_R = 0, A has perfect consistency. When C_R < 0.1, A has satisfactory consistency, and when C_R ≥ 0.1, A has unsatisfactory consistency, then it should be adjusted or discarded.

3.2.3

Constructing a fuzzy comprehensive evaluation model

1)

Determination of the degree of affiliation of evaluation indicators

The degree of affiliation r_ij, which refers to the size of the possibility of multiple evaluation subjects to make a V_i rating on an evaluation object in terms of U_i, indicates the degree of affiliation of U_i on V_i, which is a fuzzy judgment made by U according to the grade index in V, and the affiliation matrix formed by the degree of affiliation is also known as the fuzzy evaluation matrix, which is denoted as R: 7 $R = [\begin{matrix} r_{11} & r_{12} & \dots & r_{1 n} \\ r_{21} & r_{22} & \dots & r_{2 n} \\ ⋮ & ⋮ & \dots & ⋮ \\ r_{m 1} & r_{m 2} & \dots & r_{m n} \end{matrix}]$ R = \left[ {\matrix{ {{r_{11}}} & {{r_{12}}} & \cdots & {{r_{1n}}} \cr {{r_{21}}} & {{r_{22}}} & \cdots & {{r_{2n}}} \cr \vdots & \vdots & \cdots & \vdots \cr {{r_{m1}}} & {{r_{m2}}} & \cdots & {{r_{mn}}} \cr } } \right]

2)

Fuzzy comprehensive evaluation modeling

The fuzzy comprehensive evaluation model is established according to the determined weights and affiliation matrix as: 8 $B_{i} = W_{i} \cdot R = (w_{1,} w_{2,} w_{3,} \dots w_{m}) \cdot [\begin{matrix} r_{11} & r_{12} & \dots & r_{1 n} \\ r_{21} & r_{22} & \dots & r_{2 n} \\ ⋮ & ⋮ & \dots & ⋮ \\ r_{m 1} & r_{m 2} & \dots & r_{m n} \end{matrix}] = (b_{i 1,} b_{i 2,} b_{i 3,} \dots b_{m})$ {B_i} = {W_i} \cdot R = ({w_{1,}}{w_{2,}}{w_{3,}} \cdots {w_m}) \cdot \left[ {\matrix{ {{r_{11}}} & {{r_{12}}} & \cdots & {{r_{1n}}} \cr {{r_{21}}} & {{r_{22}}} & \cdots & {{r_{2n}}} \cr \vdots & \vdots & \cdots & \vdots \cr {{r_{m1}}} & {{r_{m2}}} & \cdots & {{r_{mn}}} \cr } } \right] = ({b_{i1,}}{b_{i2,}}{b_{i3,}} \cdots {b_m})

4

Analysis of the practice of higher vocational physical education teaching incorporating ethnic sports programs

4.1

Evaluation of the quality of teaching and learning

4.1.1

Comprehensive evaluation of teaching quality

After implementing the strategy of integrating ethnic sports programs into physical education teaching designed in this paper in a city A higher vocational college, the teaching quality was analyzed and evaluated using the above indicators and models. A total of 120 students in three classes participating in this teaching were selected for evaluation and analysis, and the teaching quality after the integration of ethnic sports programs into physical education teaching was analyzed through the evaluation results.

According to the evaluation index system established in the previous article, the judgment matrix was constructed based on the connection between the indexes, nine experts engaged in the front-line work of physical education in higher vocational colleges and universities were invited to score the indexes, and the Yaahp software was used to find out the maximum characteristic root and characteristic vector of the indexes, and passed the consistency test.

Due to the large number of evaluation indicators, this paper takes the scoring and weighting of level 1 indicators A to C by expert 1 as an example for calculation. The scoring is shown in Table 2.

Table 2.

Grade one index A~C rate

Evaluation index	A	B	C
A	1	1/2	1/7
B	2	1	1/6
C	7	6	1

The weighting results and consistency test obtained according to equations (4), (5) and (6) are shown in Table 3. The relative weights of Cultural Confidence and Teaching Integration, Teaching Practice and Management, and Student Development and Evaluation are 0.324, 0.298, and 0.378, respectively.

Table 3.

Weight results and consistency tests

Evaluation index	Relative weight	λ_max	C_I	C_R
A	0.324	4.1036	0.0436	0.0486<0.1 Conformance test pass
B	0.298
C	0.378

By analogy, after summarizing the scoring results of the nine experts, the indicators at all levels are calculated according to the formula to obtain the weights of the indicators at all levels and the integrated weights, and the weights of the indicators at all levels and the integrated weights are shown in Table 4. The weighting of the evaluation indicators at all levels shows that C (0.378) > A (0.324) > B (0.298), and the experts have the highest evaluation for the dimension of “student development and evaluation”. It indicates that the integration of ethnic sports programs into higher vocational physical education teaching has the greatest impact on student development and course evaluation. The integrated weight of the comprehensive evaluation of students’ cultural literacy (C23) is 0.084, which accounts for the largest proportion among the 21 three-level indicators, indicating that students’ cultural literacy has been significantly improved after the integration of ethnic sports programs into physical education teaching.

Table 4.

Indicators of indicators and integrated weights at all levels

Primary index	W_i	Secondary index	W_i	Tertiary index	W_i	Integrated weight
A	0.324	A1	0.322	A11	0.241	0.025
				A12	0.451	0.047
				A13	0.308	0.032
		A2	0.401	A21	0.333	0.043
				A22	0.323	0.042
				A23	0.344	0.045
		A3	0.277	A31	0.344	0.031
				A32	0.224	0.02
				A33	0.432	0.039
B	0.298	B1	0.523	B11	0.288	0.045
				B12	0.487	0.076
				B13	0.225	0.035
		B2	0.477	B21	0.208	0.03
				B22	0.572	0.081
				B23	0.22	0.031
C	0.378	C1	0.412	C11	0.316	0.049
				C12	0.396	0.062
				C13	0.288	0.045
		C2	0.588	C21	0.276	0.061
				C22	0.349	0.077
				C23	0.375	0.084

4.1.2

Fuzzy evaluation empirical process

The empirical process is mainly the content of the three-level indicators studied in this paper in the form of questionnaires to three classes of A higher vocational colleges and universities of 120 students, the recovery of 100 valid questionnaires for statistics, to get the evaluation of the initial quantitative values shown in Table 5. 100 students evaluated as “poor” number of students for 0, the results are mainly focused on the number of students evaluated as “poor” is 0 out of 100 students, and the evaluation results mainly focus on “excellent” and “good”. This indicates that the students agree with the effectiveness of the integration of sports programs in physical education.

Table 5.

Evaluate the initial quantification

Tertiary index	Judging result
Tertiary index	Excellence	Good	Medium	Qualify	Bad
A11 The proportion of national sports in the course	58	30	11	1	0
A12 The integration of ethnic cultural elements	40	30	20	10	0
A13 The culture of students’ culture self-confidence	41	33	22	4	0
A21 Students’ understanding of national sports	49	28	17	6	0
A22 Cultural confidence enhancement	42	31	27	0	0
A23 The embodiment of cultural confidence in the interaction of teaching	46	29	16	9	0
A31 Awareness of national sports	58	26	16	0	0
A32 Participate in national sports	49	40	11	0	0
A33 Cultural confidence promotion	49	39	12	0	0
B11 The scientific and implementation of the teaching plan	45	44	11	0	0
B12 The allocation and efficiency of teaching resources	58	25	14	3	0
B13 The effect of teaching management on student satisfaction	46	35	17	2	0
B21 Teacher’s professional skills and national sports knowledge level	43	44	13	0	0
B22 The ability of teachers to cultivate self-confidence	50	28	15	7	0
B23 The demonstration of teachers in teaching	54	29	17	0	0
C11 The degree of mastery of students’ national sports skills	53	28	17	2	0
C12 The diversity and innovation of student sports skills	47	42	11	0	0
C13 The role of student sports skills in cultural heritage	46	26	18	10	0
C21 The students’ understanding of national sports culture	41	46	13	0	0
C22 The cultural performance of students in sports activities	45	40	15	0	0
C23 Comprehensive evaluation of students’ cultural literacy	51	35	14	0	0

In order to improve the credibility of the evaluation results, data cleaning is used to eliminate abnormal data, eliminate the potential irrational behavior of the evaluation subject, improve the objectivity and fairness of the evaluation results, correct errors and missing data, deal with the null value, and filter irrelevant data. SPSS22.0 software was used to carry out the reliability test of the research data, in which the alpha coefficient of Cronbach was 0.933>0.7, which meets the requirements. The fuzzy comprehensive evaluation matrix of each single factor was finally obtained as shown in Table 6. It is calculated according to formula (8): 9 $B = W \cdot R = [0.483, 0.338, 0.154, 0.028, 0]$ B = W \cdot R = \left[ {0.483,0.338,0.154,0.028,0} \right]

Table 6.

Fuzzy comprehensive evaluation matrix of each single factor

Primary index	W_i	Secondary index	W_i	Tertiary index	Judging result
Primary index	W_i	Secondary index	W_i	Tertiary index	Excellence	Good	Medium	Qualify	Bad
A	0.324	A1	0.322	A11	0.58	0.3	0.11	0.01	0
				A12	0.4	0.3	0.2	0.1	0
				A13	0.41	0.33	0.22	0.04	0
		A2	0.401	A21	0.49	0.28	0.17	0.06	0
				A22	0.42	0.31	0.27	0	0
				A23	0.46	0.29	0.16	0.09	0
		A3	0.277	A31	0.58	0.26	0.16	0	0
				A32	0.49	0.4	0.11	0	0
				A33	0.49	0.39	0.12	0	0
B	0.298	B1	0.523	B11	0.45	0.44	0.11	0	0
				B12	0.58	0.25	0.14	0.03	0
				B13	0.46	0.35	0.17	0.02	0
		B2	0.477	B21	0.43	0.44	0.13	0	0
				B22	0.5	0.28	0.15	0.07	0
				B23	0.54	0.29	0.17	0	0
C	0.378	C1	0.412	C11	0.53	0.28	0.17	0.02	0
				C12	0.47	0.42	0.11	0	0
				C13	0.46	0.26	0.18	0.1	0
		C2	0.588	C21	0.41	0.46	0.13	0	0
				C22	0.45	0.4	0.15	0	0
				C23	0.51	0.35	0.14	0	0

Based on the above calculation process, according to the principle of maximum affiliation degree of fuzzy comprehensive evaluation method, the maximum value of the fuzzy evaluation result is the final evaluation. The overall evaluation of the integration effect of ethnic sports programs in physical education is “excellent”. It proves that the strategy of integrating ethnic sports into higher vocational physical education teaching under the perspective of “cultural confidence” designed in this paper can get a high evaluation while meeting the requirements of classroom teaching quality evaluation.

4.2

Measures for Cultivating Cultural Confidence in Higher Physical Education Teaching

In order to further cultivate cultural self-confidence, teachers also need to make relevant changes to teaching methods and approaches in the teaching process. 1)

Scientific application of contextual teaching method to strengthen students’ sense of cultural identity. In the traditional physical education teaching in higher vocational schools, teachers always adopt a fixed teaching method: firstly, they carry out preparatory exercise, then physical education teaching, and finally, they let the students carry out free activities on the sports field, which results in their lack of initiative and lack of cultural learning experience. Therefore, in teaching, the teacher should create a suitable learning environment, so that students have a deeper understanding of sports culture, bring them a new sports classroom experience, focus their attention on classroom learning, so that they have a strong interest in sports, so that culture and sports are better integrated. Teachers should expand the knowledge they have learned and combine the excellent national culture of our country into the teaching scenario, so as to deepen the teaching effect.

2)

Infiltrate traditional culture to enhance students’ cultural confidence. In higher vocational schools, students may have been accustomed to the teachers’ “teaching”, so in teaching, teachers should change their teaching style, the cultivation of cultural self-confidence into physical education teaching, subtle education for students, so that they gradually realize the positive impact of traditional culture on all aspects of daily life, and guide them to realize cultural confidence from the inside out. them to realize the enhancement of cultural self-confidence from the inside out [32]. In addition, teachers can invite professional traditional sports athletes or cultural inheritors to give demonstrations and explanations to show students the technical essentials and exquisite kung fu of traditional sports programs, so as to stimulate students’ interest and motivation in learning. Through the demonstration and guidance of experts, students can understand the technical points and details of traditional sports programs more deeply, and improve their skill level and comprehensive quality.

5

Conclusion

The study investigates the strategy of integrating ethnic sports programs into higher vocational physical education teaching under the perspective of “cultural self-confidence”, and constructs an AHP-FCE model to verify the practical effect of higher vocational physical education teaching under the strategy of this paper.

First, it is proposed that ethnic sports programs can be integrated into higher vocational physical education teaching from four aspects: adapting ethnic sports programs, focusing on ethnic sports training, carrying out extracurricular ethnic sports teaching, and imparting ethnic sports cultural knowledge.

Then, the B = [0.483,0.338,0.154,0.028,0] was calculated according to the AHP-FCE model, and combined with the principle of maximum affiliation of the fuzzy comprehensive evaluation method, the overall evaluation of the effectiveness of teaching practice was “excellent”. It shows that the method of integrating ethnic sports into higher vocational sports teaching proposed in this paper can improve the teaching effect.

Finally, in order to further cultivate cultural self-confidence, teachers should scientifically apply the contextual teaching method in the teaching process, strengthen students’ sense of cultural identity, gain a deeper understanding of traditional culture, and enhance students’ cultural self-confidence.

Język:: Angielski

Częstotliwość wydawania:: 1 razy w roku
Dziedziny czasopisma:: Nauki biologiczne, Nauki biologiczne, inne, Matematyka, Matematyka stosowana, Matematyka ogólna, Fizyka, Fizyka, inne

Kanał RSS czasopisma

Research and Practice of Integrating Ethnic Sports Programs into Higher Vocational Physical Education Teaching under the Perspective of “Cultural Confidence”

Li Li

Feng Li

Shuwei Zhang

Data publikacji: 05 cze 2025

Otrzymano: 03 lut 2025

Przyjęty: 04 maj 2025

DOI: https://doi.org/10.2478/amns-2025-0963

Słowa kluczoweHierarchical Analysis, Fuzzy Comprehensive Evaluation, Maximum Affiliation Degree, Higher Education Physical Education Teaching

© 2025 Li Li et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
Hierarchical Analysis, Fuzzy Comprehensive Evaluation, Maximum Affiliation Degree, Higher Education Physical Education Teaching