Experimental Research Of Flipped Classroom Application In College Swimming Course

In the era of educational information,"internet + education" has been entrusted with important responsibilities,and the use of information technology to promote the development and reform of education has become an inevitable trend.With the help of the social environment and information technology,the educational teaching methods have changed in many ways.The model is based on information technology and divides the curriculum into three stages.Before class,students can learn independently through online teaching platform.In class,teachers will help students better understand and master their knowledge and skills by guiding questions,collaborative inquiry,group exercises,and demonstration of results.After class,students through exchanges and discussions,such as the completion of homework to check gaps and leaks,consolidate improvement.In this paper,the teaching effect of flipped classroom applied in college swimming courses is studied,and 65 students(all male)majoring in social sports guidance and management from Grade 2020 of Liaoning University of Finance and Trade are taken as experimental objects.The research methods include literature,experiment,questionnaire and mathematical statistics.First of all,the theory of flipped classroom is systematically described.Second,the overall design and implementation of flipped swimming classroom are carried out.Finally,statistical analysis is carried out according to the data obtained from teaching experiments.Before the teaching experiment,the experimental class(33students)and control class(32 students)were tested for physical fitness and independent learning ability,and the test results were not significantly different.After the experiment,statistical analysis was carried out on the physical fitness,breaststroke technique,breaststroke theoretical achievement,independent learning ability and other aspects of the students of the two classes,and the conclusions were drawn as follows:1.In the early stage of the experiment,the experimental subjects were comprehensively understood and analyzed,and rich online teaching resources and systematic teaching principles were constructed,as well as matched teaching evaluation and specific teaching experiment steps were designed according to the three stages of pre-class,in-class and after-class.2.After the 8-week teaching experiment,both the experimental class and the control class had a certain degree of improvement in physical fitness,but there was no significant difference in comparison results between the two groups.The main reason for this result is that the teaching experiment time is short,which can not have obvious influence on all aspects of students’ physical quality.3.After 8 weeks of teaching experiment,the experimental class is obviously better than the control class in breaststroke technique.It can be seen that flipped classroom is more conducive to the improvement of students’ breaststroke skills.4.After 8-week teaching experiment,flipped classroom has an obvious effect on promoting students’ breaststroke theory.The main reason is that the online teaching platform has systematic teaching videos and rich learning resources,highlighting the explanation of important and difficult points in teaching and helping students to master and understand the theoretical knowledge of breaststroke.5.After 8-week teaching experiment,flipped classroom significantly improves the four dimensions of students’ autonomous learning ability,while traditional teaching mode improves only one dimension of students’ autonomous learning ability.Therefore,flipped classroom is more conducive to cultivating students’ autonomous learning ability.