| The progress of technology provides a good platform for the integration of university education and network technology.With the deep integration of network technology and university education teaching,the traditional teaching mode has been difficult to meet the current information era of education,China’s educators have actively explored the teaching mode to form a new teaching mode that is more perfect and optimized,which is an important way to promote the development of education in China.The teaching method of online and offline hybrid teaching has become popular in the teaching of physical education in colleges and universities.This study was conducted in the optional fitness and bodybuilding class of Wuhan Institute of Physical Education,in which online and offline hybrid teaching and traditional teaching were applied to the experimental class and the control class respectively,in order to explore the effect of online and offline hybrid teaching on students’ mastery of theoretical knowledge and basic techniques of fitness and bodybuilding,as well as the effect of online and offline hybrid teaching on students’ attitude towards exercise,so as to further explore the differences between online and offline hybrid teaching and traditional teaching.In order to explore the differences in teaching effectiveness between online and offline hybrid teaching and students’ attitudes towards exercise.This paper adopts the research methods of literature,questionnaire,expert interview,experimental method and mathematical and statistical method to study the application of online and offline hybrid in the bodybuilding exercise course of Wuhan Institute of Physical Education.40 students in the 2021 class of bodybuilding exercise course of Wuhan Institute of Physical Education are the experimental subjects and the experimental time is 36 credit hours.The experimental class was taught by online and offline hybrid teaching,while the control class was taught by traditional teaching method and the teaching contents of both classes were the same.During the experiment,the experimental class and the control class took pre-test and post-test of the same content.At the end of the experiment,the data measured during the experiment were compared and analyzed using independent sample t-test and paired sample t-test,and the following conclusions were drawn.I.Achievement of teaching objectives(1)Compared with traditional teaching,applying online and offline hybrid teaching to bodybuilding exercise courses helps students better understand and master the theoretical knowledge and movement techniques of bodybuilding exercise.(2)Compared with traditional teaching,the six aspects of students’ exercise attitudes:behavioral attitude,goal attitude,behavioral intention,emotional experience,sense of behavioral control,and subjective standard have significant differences in online and offline hybrid teaching.(3)The online and offline hybrid teaching significantly improved students’ strength level and physical fitness level,but there was no significant difference compared with traditional teaching.Ⅱ.In terms of student satisfaction(1)The application of offline and online blended teaching in bodybuilding courses is liked and fully accepted by most students,and students are willing to continue learning in this mode.Ⅲ.Advantages and disadvantages of blended teaching applied to bodybuilding exercise courses(1)Blended teaching is applied to the bodybuilding course,and the teacher pushes high-quality learning resources to students through the "Super Star Learning Platform",which indirectly improves the teacher’s ability to obtain and apply information.In the process of using the platform,students’ learning conditions can be evaluated in a timely manner based on the data generated by the platform,so as to achieve the purpose of accurate teaching,and at the same time,the way of testing and assessing the teaching effect is innovated.(2)Blended teaching is applied to bodybuilding courses,and the lack of process supervision in online learning makes it impossible for teachers to determine whether students have completed their learning tasks independently. |
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