| The low level of college students’ physique is the "pain point" of college physical education,and the lack of sports participation is an important reason for this problem.The lack of sports participation will not only have an impact on students’ physical fitness,but also have an important impact on the formation of physical exercise habits,the development of sports skills and the cultivation of sports spirit.Therefore,no matter how the university sports reform is carried out,the increase of sports participation has become a key indicator for us to measure the success of the university sports reform.Chinese scholars define sports participation as direct participation and indirect participation.Direct participation refers to participating in different sports in person,while indirect participation refers to participating in the spectator’s spectator sports activities without participating in sports.Learning input refers to the time and energy invested by individual students in their own learning and educational activities,and the concept of how students view the school’s support for their learning.It can be seen that the relationship between learning input and sports participation belongs to the relationship of inclusion and inclusion.Learning input can not only investigate individual direct and indirect participation behavior,but also investigate individual satisfaction with the learning environment.In order to make the research more comprehensive,we combined it and extended the concept of sports learning input.Physical education learning input refers to the degree of time and energy that students invest in physical education learning,and the degree of school support for physical education learning environment.This paper uses the methods of literature,questionnaire,mathematical statistics and interview to investigate the situation of students’ sports learning investment before and after the reform of the sports club system teaching mode in Central North University,analyzes the problems existing in the sports learning investment of students in Central North University and puts forward constructive suggestions,so as to promote the sports training plan of Central North University to become more rational and comprehensive.The research results are as follows:(1)The level of active cooperative learning and the level of interaction between students and teachers have a significant impact on the level of educational experience richness at a level of 0.01.The standardized regression coefficient values are 0.076 and 0.403,respectively.Academic challenge and campus environmental support have a significant impact on the level of active cooperative learning at 0.01 level,with standardized regression coefficients of 0.669 and 0.239,respectively.(2)The overall average level of physical education learning engagement among students at Central North University is 3.645,with a standard deviation of less than 1.The average educational experience richness is the lowest,with a value of 2.864.Using t-test,it was found that except for the richness of educational experience,the other four dimensions and overall level showed significant differences of 0.01 level before and after the reform of physical education curriculum.(3)Before and after the reform of physical education curriculum,there was a significant difference of 0.01 level between boys and girls in their level of physical education learning input.The average value of boys after the reform was 3.77,while the average value before the reform was 3.53;The average value for girls after the reform was 3.66,compared to 3.42 before the reform.(4)Using analysis of variance,it can be seen that students of different grades have significant differences at 0.01 level in terms of academic challenge,active cooperative learning,student teacher interaction,campus environment support,and overall,while there is no significant difference in terms of educational experience richness(p>0.05);There is no significant difference in the level of physical education learning engagement between freshmen and sophomores(p>0.05),while there is a significant difference in the level of physical education learning engagement between juniors and seniors(p=0.025).(5)There is a significant difference of 0.01 level in the level of physical education learning input among students of different professional categories;The average value of students majoring in natural sciences is 3.71,while the average value of students majoring in humanities and social sciences is 3.51;Before the reform of physical education curriculum,the average value of students majoring in natural sciences was 3.53,while the average value of students majoring in humanities and social sciences was 3.43;After the reform of physical education curriculum,the average value of students majoring in natural sciences is 3.76,while the average value of students majoring in humanities and social sciences is 3.61;Before and after the reform of physical education curriculum,there was a significant difference of0.01 level between students majoring in natural sciences and students majoring in humanities and social sciences in their level of physical education learning engagement,with p values of0.002 and 0.000,respectively.The research conclusions are as follows:(1)The level of active cooperative learning and the level of interaction between students and teachers have a significant positive impact on the richness of educational experience;Academic challenge and campus environment support have a significant positive impact on the level of active cooperative learning.(2)The overall level of students’ physical education learning investment in Central North University is relatively high,and the richness of educational experience needs to be focused on improving.The reform of physical education curriculum has achieved significant results,with a significant impact on students’ academic challenges,active cooperative learning,student teacher interaction,and campus environment support in terms of physical education learning engagement,while a small impact on the richness of educational experience.After the curriculum reform,the overall level of students’ physical education learning engagement has significantly improved.(3)The reform of physical education curriculum will have a significant impact on both male and female students,and will significantly improve the level of physical education learning engagement of boys and girls.The level of male students’ physical education learning engagement is higher than that of female students,but the average value of both male and female students is higher than the medium theoretical intensity observation value of the questionnaire,which is above the middle level.(4)There are differences in the level of physical education learning input among students of different grades,only in the richness of educational experience.There is no significant difference in the level of physical education learning engagement between freshmen and sophomores,while there is a significant difference in the level of physical education learning engagement between juniors and seniors.(5)There are significant differences in the level of physical education learning engagement among students of different professional categories,with students of natural science majors scoring higher than those of humanities and social sciences majors.After the reform of the physical education curriculum,the level of students’ physical education learning engagement in both major categories has improved,and whether they have experienced the curriculum reform or not,there are significant differences in the level of physical education learning engagement between the two major students. |
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