Teaching Experimental Research Of Flipped Classroom In The Compulsory Course Of Aerobics For Dance Performance Majors

With the rapid development of contemporary information technology and the high requirements of the country for education,educators continue to explore a new education model with students as the main body.Affected by the COVID-19,the teaching form with the Internet as the main body has attracted the attention of more scholars.At the same time,Chinese students have many problems,such as insufficient learning initiative,inappropriate methods,unreasonable scheduling,etc.Because of its unique teaching organisation form,Flipped Classroom can play a role in improving and adjusting students’ psychology,attitude and other aspects to a certain extent.Therefore,experimental research is carried out on Flipped Classroom teaching,exploring the teaching effect of Flipped Classroom in the compulsory Aerobics courses for Dance Performance Majors,and providing practical basis for other sports projects.This study uses literature method,experimental method,questionnaire survey method,interview method,mathematical statistics method and other research methods to investigate and analyse the school infrastructure,teachers’ teaching ability,student learning characteristics,etc.Starting from the actual teaching conditions of the school,based on the research results of predecessors on the theoretical foundation,design and implementation of Flipped Classroom,using the learning platform to design a reasonable and effective aerobics Flipped Classroom teaching mode,taking the students of Class 1 of the dance performance major of Xi’an Institute of Physical Education as the experimental object,carrying out a 4-week teaching intervention,and conducting aerobics skill level,Aerobics learning interests,learning attitude and independent learning ability of the two groups before and after the experiment,so as to compare the changes in the traditional teaching effect under the Flipped Classroom teaching mode,and draw the following results:1.The compulsory course of Aerobics for Dance Performance Majors adopts the Flipped Classroom for teaching,which is mainly divided into two parts: online and offline.Online includes the mastery of skills before class and the solidification of results after class.Discussion,learning,evaluation,and creation are the main subjects.2.The use of Flipped Classroom teaching in the compulsory course of Aerobics for Dance Performance has played a certain role in improving students’ Aerobics skill level,Aerobics learning interest,Aerobics learning attitude and autonomous learning ability,and students’ evaluation of this teaching method also better.3.In the process of using Flipped Classroom for the compulsory course of Aerobics for Dance Performance,there are problems of poor students’ learning initiative and insufficient learning time.Teachers’ teaching ability and teaching style also have a great impact on students’ learning.The following conclusions are drawn from the above results:1.The aerobics Flipped Classroom needs to be based on the coordinated and combined role of perfect teaching software and hardware facilities,students’ high independent learning ability,and teachers’ professional teaching ability to give full play to its advantages.2.The design of the Clipped Classroom should take into account the specific teaching objectives,teaching content,pre-class online platform selection and development,video selection and processing,and teaching evaluation,so as to implement the design from both online and offline aspects.3.Compared with the traditional classroom,the flipped classroom can play a certain role in promoting students’ skill level,learning interest,learning attitude,and autonomous learning ability（P<0.05）,and has a better teaching effect.4.It is feasible to apply Flipped Classroom in Aerobics courses in colleges and universities.Its popularisation depends on students’ high independent learning ability and teachers’ comprehensive teaching ability and professional and technical ability.