Abstract
The quantification of evaluation indicators for the quality of university physical education classroom teaching is the main development trend of the current evaluation system, which can to some extent avoid the drawbacks caused by subjective blindness and more objectively and scientifically evaluate the quality of university physical education classroom teaching. However, physical education teaching is a complex overall activity, and its characteristics and elements cannot be fully evaluated through quantitative indicators. Therefore, excessive pursuit of quantification in order to make the evaluation indicators more convenient and operable cannot guarantee the effectiveness and accuracy of the evaluation. The classroom teaching quality evaluation of College Physical Education is viewed as the multi-attribute decision-making (MADM). In this paper, the triangular fuzzy neutrosophic numbers grey relational analysis (TFNN-GRA) method is built based on traditional grey relational analysis (GRA) and triangular fuzzy neutrosophic sets (TFNSs). Firstly, the TFNSs is introduced. Then, combine the traditional fuzzy GRA model with TFNSs information, the TFNN-GRA method is established and the computing steps for MADM are built with completely unknown weight information. Finally, a numerical example for classroom teaching quality evaluation of College Physical Education has been given and some comparisons is used to proof advantages of TFNN-GRA method. The main contributions of this paper are listed (1) A novel TFNN-GRA method is proposed to solve the MADM with completely unknown weight information; (2) an optimization model is constructed to obtain a simple formula which could be employed to construct the attribute weights values based on the Lagrange function; (3) a numerical example for classroom teaching quality evaluation of college physical education is constructed to verify the TFNN-GRA method.
Subject
Artificial Intelligence,Control and Systems Engineering,Software
Reference53 articles.
1. Effects of improving teachers’ content knowledge on teaching and student learning in physical education;Ward;Res Q Exerc Sport.,2015
2. The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education;Whipp;Front Psychol.,2015
3. The effects of ARCS teaching model on physical fitness levels and fitness knowledge of third- and fourth-grade students in elementary physical education;Lin;Res Q Exerc Sport.,2004
4. The effects of the variation trend of students’ physical fitness on physical education teaching reform and reform ideas analysis;Wang;Agro Food Ind Hi-Tech.,2017
5. Multi-teaching styles approach and active reflection: Effectiveness in improving fitness level, motor competence, enjoyment, amount of physical activity, and effects on the perception of physical education lessons in primary school children;Invernizzi;Sustainability.,2019