| Purpose: The rapid development of information technology has brought a huge impact on school education,and the "flipped classroom" teaching mode,as a product of digitalization and information technology,is constantly influencing the development of education.The flipped classroom has been widely used in many subject areas and has achieved remarkable results,but its application in physical education is at a preliminary stage and needs to be continuously expanded.In this study,the flipped classroom teaching model was applied to public football teaching in Xinjiang Normal University to verify the effectiveness of the teaching model in university football teaching,and to examine the changes in students' physical quality,football skills,football theory and football interest before and after the experiment,so as to provide reference for the application and promotion of the flipped classroom teaching model in university physical education.Methods: The students in the public elective football class of Xinjiang Normal University were selected for the study.37 students in the experimental class and 37 students in the control class were selected for the study.The experimental class was taught in a flipped classroom and the control class was taught in a traditional way.Data were collected before and after the experiment on the effects of physical fitness,football technique,football theory and football interest of the two groups of students,and the test results were statistically analyzed.Results:(1)The experimental and control classes showed highly significant differences(p < 0.01)in the indicators of passing and catching,turning the ball over,shooting and dribbling around the bar before and after the experiment,indicating that both teaching modes were able to improve football skills significantly.In the post-experimental analysis of the differences in the indicators between the two groups,all the other technical indicators showed highly significant differences(p<0.01)except for the ball turning technique,indicating that the flipped classroom teaching mode has stronger relevance and practicability than the traditional teaching mode in terms of football technique.(2)There was no significant difference of physical fitness before and after the experiment(p>0.05),indicating that there was no significant difference between the two teaching modes on physical fitness.After the experiment,in the analysis of the difference between the indicators of the two groups,the indicators of physical fitness also showed no significant difference(p>0.05),indicating that the effect of the flipped teaching style and the traditional teaching on the improvement of students' physical fitness was similar.(3)The experimental class and the control class showed a highly significant difference in football theory indicators before and after the experiment(p<0.01),indicating that both teaching modes were able to significantly improve the students' football theory level.In the analysis of the differences in the indicators between the two groups after the experiment,the football theory indicators showed a highly significant difference(p < 0.01),indicating that the flipped classroom teaching mode was more effective than the traditional teaching mode in terms of football theory.(4)The experimental class showed highly significant differences(p<0.01)in the indicators in football,football learning autonomy,football participation,and football attention before and after the experiment,while the control class showed no significant differences(p>0.05)in the two dimensions of positive interest in football and negative interest in football before and after the experiment.However,there was a highly significant difference in the indicators of football participation,football learning autonomy and football attention(p<0.01).In the post-experimental analysis of the differences between the two groups,there was a significant difference between the two dimensions of positive and negative interest in football in the experimental class(p<0.01),but there was no significant difference in the indicators of football participation,football learning autonomy and football concern(p>0.05).Therefore,the teaching style is more effective than the traditional teaching model in terms of interest in football.Conclusion:(1)The application of the flipped classroom teaching mode improved students' physical quality but the effect was not significant;(2)the flipped classroom teaching mode improved students' football skills more effectively with strong relevance and effectiveness;(3)the flipped classroom teaching mode improved students' football theoretical performance more effectively with strong relevance and effectiveness;(4)the flipped classroom teaching mode stimulated students' interest in football more effectively with strong relevance and effectiveness;(5)the flipped classroom teaching mode stimulated students' interest in football more effectively with strong relevance and effectiveness.(4)the flipped classroom teaching mode has effectively stimulated students' interest in football.To sum up,the flipped classroom teaching mode can be applied to public football teaching in colleges and universities,and can even be actively tried in professional football training and teaching.However,the traditional teaching mode and the flipped classroom teaching mode should not be regarded as completely separate,for the flipped classroom teaching mode and the traditional teaching mode are indispensable,and they complement each other and remove the dross. |
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