Experimental Research On Hierarchical O2O Teaching Model In The Teaching Of Long Jump In Physical Education Colleges

Research purpose: With the continuous progress of educational reform and the rapid development of Internet technology,people have increasingly high requirements for education.As a product of the information era,the emergence of the O2 O teaching model precisely caters to the current direction of curriculum reform in China’s higher education institutions.In order to meet the diverse needs of contemporary learners,the O2 O teaching model is integrated into layers,forming a new teaching style that combines two advantages,improving teaching quality,improving the teaching environment,and enhancing students’ learning interest through Internet technology.This article conducts an experiment on the layered O2 O teaching model in the track and field general course of physical education majors in Shandong Institute of Physical Education,studies the application of the O2 O model in teaching on the basis of layering,and explores how to integrate its advantages into the teaching of the push-up long jump in physical education institutions,as well as the teaching methods and means of Enrich Track and Field.Research methods: This article adopts the methods of literature review,expert interviews,questionnaires,experiments,and mathematical statistics to conduct teaching tests on students’ specific physical fitness,basic techniques of the push-up long jump,theoretical knowledge of the push-up long jump,and learning interests before and after the experiment,using two classes of 2022 physical education majors in Shandong Institute of Physical Education as the experimental subjects,and analyzes the teaching effects based on the O2 O teaching model,To explore the impact of this teaching mode on students’ long jump skills in sports colleges.Experimental results:(1)The experimental group adopted a layered O2 O teaching model,while the control group adopted traditional teaching.Before the experiment,there was no significant difference between the experimental group and the control group in various tests.(2)After a comparative analysis of the data after six weeks of teaching experiments,there was no significant difference in specific physical fitness between the experimental group and the control group;(3)After six weeks of teaching experiments,in the stand-up long jump technical achievement,the experimental group outperformed the control group,with a significant difference;(4)After six weeks of teaching experiments,in the technical evaluation results of the push-up long jump,the experimental group outperformed the control group,with a significant difference;(5)After six weeks of teaching experiments,in the theoretical knowledge scores of the push-up long jump,the experimental group outperformed the control group,with a significant difference;(6)After six weeks of teaching experiments,in terms of learning interest scores,the negative factors,positive factors,and skill learning factors in the experimental group are superior to those in the control group,with significant differences.In terms of extracurricular activities and sports attention factors,the differences between the two are not significant.Comparative analysis of the data before and after the experiment between the experimental group and the control group led to the following conclusions:(1)By using two teaching modes,the layered O2 O teaching mode and the traditional teaching mode,both students’ physical fitness has been improved and teaching objectives can be achieved.However,in the short term of teaching time,changing different teaching modes does not significantly help improve students’ physical fitness.(2)In the teaching of the long jump,using the layered O2 O teaching model can effectively improve students’ technical and theoretical knowledge levels in the long jump.(3)This teaching experiment can effectively eliminate students’ negative attitude towards track and field teaching,reduce students’ inertia,and use the layered O2 O teaching model to promote students’ learning motivation factors and skill learning factors,effectively promoting the relationship between teachers and students,and playing a positive role in the overall learning effect of the class.(4)With the aid of layering and online teaching,students’ technical level and learning interest have been effectively improved.Therefore,it is feasible to adopt a layered O2 O teaching model in the teaching of the long jump in the push-up style.