Experimental Research On Introducing Aerobics Specialty Course In Flipping Class

Purpose of the study : The main task of higher education is to train talents.Colleges and universities are responsible for cultivating high-quality,innovative and innovative talents for the country and society.To promote the healthy,comprehensive and coordinated development of China's higher education,it is necessary to further deepen the reform of higher education and deepen the reform of higher education.Teaching reform is the key.In the past 30 years of reform and opening up,China's higher education has experienced three important stages: comprehensive recovery,stability to major reform,big development and great improvement.It is undergoing leaping development and has entered the development of popularization,diversification and internationalization.track.The reform of aerobics teaching in colleges must break through the traditional teaching mode,seek new teaching models and conduct research and analysis on teaching effects.In the teaching process of aerobics courses in colleges and universities,the teaching mode of flipping classrooms is not only helpful to improve the efficiency of aerobics teaching,but also contribute to the teaching reform of physical education courses in colleges and universities.How to make physical education reach the overall teaching goal,and follow the individual differences of students to teach,and seek an ideal teaching method to achieve better physical education effect?Therefore,the flipping classroom re-constructs the teacher's teaching and the student's learning process.By transmitting the information in advance,the students can complete the self-learning before class,and the main content of the class is to absorb and absorb the self-study before class.Teachers can use classroom time more effectively.This is the advantage of this kind of teaching mode.It makes students learn more actively and actively,and makes students participate more strongly in the classroom and outside,and stimulate students' interest in learning.And teachers can understand in advance the confusion that students encounter in their studies,give more effective counseling in the classroom,and more frequent exchanges between students,which will help to promote the absorption and digestion of students' knowledge,so they will flip the classroom teaching mode.Introduced into college physical education,which makes the flipping classroom and the characteristics offlipping classroom and aerobics classroom teaching organically combined.This provides a theoretical reference and empirical basis for promoting the reform of aerobics teaching in colleges and universities.Research technique : This paper mainly uses literature,mathematical statistics,questionnaire survey,comparative analysis and teaching experiments.Through the use of flipping classrooms and traditional classrooms,a semester teaching experiment is conducted on the sports aerobics course of Shangrao Teachers College,through the experimental group.Compared with the test data of the aerobics skills mastery,learning motivation,interest,self-confidence,learning ability,and teaching method acceptance before and after the experiment.Results of the study: After the experiment,the data was collated and the following results were obtained:1.The comparison between the experimental group and the control group before and after the experimental teaching shows that the change of the skill level of the experimental group in the aerobics is greater than that of the control group,indicating that the flipping of the classroom in the aerobics course is more effective in mastering the aerobics skills of the students;2.By comparing the experimental group and the control group,the data before and after the experiment showed that the experimental group in the aerobics learning motivation was better than the control group,and there was a significant difference(p<0.05),indicating that the aerobics flipping classroom improved the students.Learning aerobics learning motivation has a certain positive effect;3.In terms of interest in learning,the experimental group and the control group were compared before and after the experiment.The results showed that the special learning interest of the experimental group was stronger than that of the control group,and in the experiment,the students in the experimental group had Better driving action;4.In terms of self-confidence,the contrast between the experimental group and the control group showed that the self-confidence of the experimental group was significantly higher than that of the control group,and there was a significant difference between the two groups(p<0.05).5.In terms of learning ability,the experimental group using the flipping classroom and the control group using the traditional teaching method,the data collected by the analysis showed that the learning ability of the experimental group was stronger thanthat of the control group,and the learning ability of the two groups was There were significant differences in aspects(p<0.05);6.In terms of teaching evaluation,the experimental group was more satisfied with the teaching than the control group,and there was a significant difference between the two groups(p<0.05).Research findings:It is concluded that the aerobics flip classroom teaching mode can effectively improve students' flexibility,strength and coordination quality,improve students' learning motivation,improve students' self-learning ability,and improve the efficiency and quality of aerobics classroom teaching.The aerobics flipping classroom needs to flexibly use the teaching strategies of discovery learning,cooperative learning and individualized teaching according to the students' learning situation.It is suggested that the quality and effect of teaching in the flipping classroom is directly related to whether the flipping classroom can be implemented smoothly.Some teachers may be excellent in teaching,but they may encounter difficulties in making teaching videos.In classroom teaching,teachers directly face All students have a real group,but in the process of recording and producing video,teachers need to eliminate various factors,adjust their status in time,design the teaching resources according to the characteristics of the course items,and anticipate the problems students may encounter.Students will not lose interest in autonomous learning because of their difficulty in the self-study stage.