Explore The Design And Application Of "Preset-learning" Of The Primary School Physical Education And Health Courses Under The Concept Of "Inverted Classroom"

The basic concepts of "Compulsory Schooling Physical Education and Health Curriculum Standard(2011 Edition)" clearly put forward to "stimulate students’ interest in sports and develop students’ awareness and habit of physical exercise", “with the core for students’ development, to help students learn the physical education and health teaching ". These two concepts present new requirements to the physical education and health courses in the wave of the new curriculum reform: teaching should link with life experience; teaching methods should be suitable for students; the students’ dominant role should be laid emphasis on; the students’ autonomous learning, cooperative learning and inquiry learning abilities should be paid attention to cultivate. This paper attempts to apply the now popular and advanced concept of "inverted classroom"(also translated as "flipped classroom") to explore deeply the design principle and application method of “preset-learning” of the primary school physical education and health courses under the concept of " inverted classroom ", attempting to develop the students’ good habits of physical education study and self-study ability to enhance the classroom efficiency by the method of “preset-learning”.The study employs a variety of scientific techniques including the documentary analysis, experiments, questionnaire survey, and mathematical statistics method to carry on an intensive and painstaking research. The results show that:(I) The design of “presetlearning” of primary school physical education and health courses should follow the principles of “health first, disciplinarity, interesting, low-involvement, open, instructive, personal inquiry uniting with cooperation and in-time evaluation; and the 5 main elements of “preset- learning” design are form, content, time, completion and feedback of the task lists.(II) The reasonable use of "preset-learning" in primary school physical education and health courses should take a full consideration of several key factors like the application time, the application form and the cultivation of the ability.(III) From the experimental results, it can be concluded that the reasonable use of "preset-learning" in primary school physical education and health courses can effectively improve the students’ subjective exercise experience, which is mainly reflected in the apparent increase of the positive happiness index of primary school students and the reduction of psychological distress and the decrease of fatigue.(IV) According to the experimental results, it is found that the reasonable use of "preset-learning" in primary school physical education and health courses can improve the students’ interest in physical education study, which is mainly reflected in the improvement of students’ sports participation, the positive interests and the improvement of autonomous learning, and the decrease of negative interests.(V) The experimental results show that: due to the reasonable use of "preset-learning" in primary school physical education and health courses, students’ physical education learning interest is greatly stimulated and the pupils could participate in exercise actively, so that pupils’ scores of 50 meters, standing long jump and throwing a solid ball improve significantly, which promote the improvement of the physical quality of the students.(VI) Through the theoretical analysis and experimental demonstration, it shows that the use of "preset-learning" in primary school physical education and health courses is feasible.