| The integration of modern technology and education is an inevitable trend of education development,and smart classroom is an important product of this trend.At present,there are two different interpretations of the concept of smart classroom.One is to emphasize the development of the knowledge classroom that focuses on knowledge transfer to the smart classroom that focuses on the development of students’ intelligence.The other is to emphasize the development of the traditional classroom that uses traditional teaching methods to the smart classroom that uses modern technological means.This study will start from the smart classroom built by modern technology.Purpose: This research is to explore the construction and application effect of badminton smart classroom in higher vocational colleges.Based on the theoretical bases and previous research of smart classroom,combined with the characteristics of badminton classroom teaching,this study combines Cloud Class,Sports World Campus,and Everyday Rope Jumping Teaching Platform before,during and after class to form smart classroom,in order to break through the limitations of traditional classroom in time and space,and explore the influence of the application of smart classroom in badminton teaching in higher vocational colleges on student physique,badminton technology,sports motivation and daily performance,so as to provide reference ways and basis for the reform of physical education in higher vocational colleges to improve the quality of badminton classroom teaching.Methods: The core concepts such as smart classroom and education model are sorted out through the literature data,which lays a theoretical foundation for this study.The interview method is used to consult experts about the problems related to smart classroom and students’ feelings in different teaching modes,so as to provide help for the smooth implementation of the experiment.Through questionnaire survey,the motivation changes of the two groups of students under different teaching modes before and after the experiment are mastered.Using the teaching experiment method,two classes of students are randomly selected from the 2021 badminton class of Guangzhou Vocational College of Technology and Trade as the experimental subjects.The two classes are randomly divided into the experimental group and the control group,with 30 students in each class.Through mathematical statistics,the data obtained before and after the experiment are analyzed using SPSS 25.0 to verify the hypothesis of the study.Result:1.Compared with the control group,after the experiment,the physical indexes of the experimental group,such as vital capacity,standing long jump,sit and reach,middle and long distance running,and strength quality,show a significant improvement(p<0.05),the performance of the 50-meter race show a very significant improvement(p<0.01),and the performance of the BMI project show no significant change(p>0.05).Compared with the control group,after the experiment,the technical indicators of badminton in the experimental group are significantly improved(p<0.05)in the forehand high-long shot,forehand high-long shot and forehand pick,while the backhand pick is significantly improved(p<0.01).Compared with the control group,the values of internal motivation,discrimination principle,externalization principle and lack of motivation items in the experimental group are significantly improved after the experiment(p<0.01).Compared with the control group,after the experiment,the scores of teacher evaluation,self-evaluation and group member evaluation items in the experimental group show a very significant improvement(p<0.01).2.After the experiment,the students who are satisfied with the teaching mode and classroom atmosphere or above in the experimental group are 43.3% and 36.6%higher than those in the control group.The experimental group is 28.9% higher than the control group in the six aspects of learning attitude.In the four aspects of learning ability improvement,the experimental group is 20.8% higher than the control group on average.The learning interest of the experimental group is 50.0% higher than that of the control group.3.In the experimental group,on the one hand,60.0% of the students think that smart classroom could improve learning efficiency,53.3% could clarify learning objectives,43.3% could promote teacher-student communication,56.7% could enrich teaching methods and 70.0% could enrich learning resources.On the other hand,36.7% of the students think that the smart classroom increases the learning burden,26.7% think that the stability of the teaching platform is insufficient,and 33.3% think that the teaching platform must have a network to use and is inconvenient.Conclusion:1.The implementation of badminton smart class in higher vocational colleges can better improve students’ physique,badminton technology,sports motivation and daily performance,and improve the quality of classroom teaching,and its effect is better than traditional teaching.2.The implementation of badminton smart classroom in higher vocational colleges can better improve students’ learning attitude,learning interest and learning ability,and enhance students’ satisfaction with the classroom,and its effect is better than traditional teaching.3.The implementation of badminton smart classroom in higher vocational colleges can bring students a good sense of learning experience,and the smart environment in the classroom needs to be further improved.Suggestion:1.Badminton smart classroom teaching effect is better than traditional teaching and is suitable for promotion in other physical education courses.2.There are many network interference factors.When using badminton smart classroom teaching,attention should be paid to eliminating interference.3.Students have individual differences,so teacher need to pay attention to students’ individual differences when using badminton smart classroom teaching.4.Teacher need to develop digital literacy and improve their information-based teaching ability. |
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