An Experimental Study Of Flipped Classroom Teaching Mode In The Back Style High Jump

The development of science and technology has promoted the progress of the society,and the new educational concept guided by advanced science and technology in the field of education has gradually come into people’s sight.In the course of the track and field teaching practice in colleges and universities,especially in the course of learning,such as vacating and flipping,how to make the students master these technical movements better has been the focus of PE teachers’ research.Therefore,the introduction of flipped classroom teaching mode in the Fosbury Flop teaching is aimed at solving the problems of complicated and difficult learning,helping students to quickly create action representations,and better finish their learning tasks in limited time.Technical action normative,improve the quality and effectiveness of learning.But also to optimize the track and field teaching classroom structure,improve the interest of students learning,track and field teaching for the innovation and reform to provide some possible ideas.Based on the comparison of domestic and foreign research,this paper will apply the flipped classroom teaching model to the teaching practice of the back-style high jump in the track and field general course of the PE colleges and universities,and innovate the teaching mode of college physical education.The methods adopted are literature materials,expert interviews,questionnaires,experimental and mathematical statistics.The object of participating in the experiment are Fosbury Flop beginners,main teaching goal is within the prescribed period of teaching,to teach the zero based learning back style high jump,and skilled technique,and be able to carry out teaching demonstration.Different teaching modes used in the experiment,resulting in two classes of teaching schedule,teaching form,classroom teacher roles and tasks have changed.After the completion of the teaching experiment,the experimental class and the control class of academic performance and learning in the overall performance of the assessment and comparison found that the two teaching mode of the back-style high jump performance is no significant difference,but the experimental class technical action of the quality and learning performance was significantly higher than the control class,so come to the following conclusions:First,the back-style high jump teaching,because the flip classroom teaching mode to build a common platform for teachers and students,more traditional teaching mode easier to establish a community of teachers and students to learn,moreconvenient for teachers and students to exchange learning.The ability of students to explore and after school self-study have increased,optimize the teaching process,improve the teaching efficiency.Second,the back-style high jump in the learning process,flipped classroom teaching mode teachers to provide teaching resources conducive to students in a short time to establish the appearance of action technology,better grasp the technical action,and the team to explore ways to help students learn faster Of learning,to explore their own potential,so as to improve the quality of teaching teachersThird,Two teaching models from the teaching results,to improve the physical quality of students,the two teaching models also have effect.The experimental class is slightly higher in raising the vertical jump ability.The teaching mode of teaching is slightly higher than that of traditional teaching mode,and the quality of students’ technical action is superior to traditional teaching mode.Flip the classroom back leap high short teaching time in the application of academic performance is better than the standard results.Fourth,flipped classroom teaching mode and traditional teaching from the teaching effect,the two teaching models have a high sense of identity,flip classroom teaching mode of preview and classroom learning environment is superior to the traditional teaching model,in the classroom structure optimization and The improvement of students’ learning quality is superior to the traditional teaching mode.