The conventional teaching method of P.E. in Chinese colleges is classroom teaching mode, whereas the new rise of club teaching mode in the last decade is at the exploration stage. The former targets
at sports teaching, referring to the teaching mode where students of the same grade choose different teaching classes based on their interest and take classes at fixed time period and duration, aiming
at different sport activities respectively; the latter is a teaching mode combining sports teaching, sports training and sports competition based on the organization of a club of a particular sport
event which is guided by a teacher, centered around students and forms an interaction mode at different levels. This paper attempts to carry out a comparative research on the two fencing teaching
modes based on the author’s practical experience in fencing teaching.
From 2012 to 2015, both conventional P.E. teaching mode and club teaching mode have been adopted in fencing teaching. Qualitative method was used to describe the detailed process of practical
teaching, while quantitative analysis was adopted to analyze the data collected through data significance analysis.
Totally 283 students took fencing classes, with 142 in classes where club teaching mode was adopted, and 141 in classes where conventional P.E. teaching mode was used. Data significance analysis was
conducted based on the results the students got in the course completion assessment on their fencing skills and techniques, and thus statistics was obtained. The analysis shows that there is
significant difference between the results students got in the two teaching modes, and it is students trained in club teaching mode who got comparatively better results than those trained in
conventional teaching mode.
The research results show that club teaching mode is more effective than conventional P.E. teaching mode. The reasons lie in the following three aspects: 1) at the management level, under club
teaching mode, both management personnel and coach assistants are elected and chosen from students, teachers play only the role of guides taking charge of the teaching plan, teaching contents and
time arrangement, thus students enjoy much greater autonomy and initiative; 2) at the organization level, different from the conventional P.E. teaching mode where students are classified into
different classes based on their grades, under club teaching mode, students who are interested in fencing are classified into different groups based on their level of competence in fencing skills,
thus different teaching objectives, contents and difficulty are arranged to suit different groups of students, and therefore the relevance of teaching is improved; 3) at the level of exercise load and
duration of training, since the weekly training time for club teaching mode is 2 to 3 times that of the conventional teaching mode, it is inevitable that club teaching mode is superior to conventional
P.E. mode in terms of students’ mastery of fencing skills and improvement in their sport ability.