Flipped Classroom In The Rouli Ball Teaching In Ordinary Universities Applied Research

With the development of modern information technology,flipped classroom has gradually appeared in the public's vision,breaking our traditional views on teaching mode.Flipped classroom originated from the United States.Due to its unique method,flipped classroom enables students to have enough interest in learning and encourages them to take the initiative in learning.At present,flipped classroom is mostly used in the teaching of theory courses,but there are few examples of it in the physical education class which is dominated by body movements.This study apply to flip the class to the ordinary university rouli ball teaching,by the methods of documentary,teaching experiment,expert interview method,questionnaire survey and mathematical statistics,in Central China Normal University level 2019 rouli ball public elective course students of two natural class as the experimental object,has carried out a semester teaching experiment to study the flip the classroom,the influence of the ordinary university rouli ball class for other sports course teaching model to provide theoretical basis and practical basis.The teaching experiment method is used to explore the promoting effect of flipped classroom teaching model on the rouli teaching,and the students are divided into two groups.One group used the traditional teaching mode as the control group,and the other group used the flipped classroom teaching mode as the experimental group.Each group had 30 students.The following results are obtained through comparative experiments:(1)In terms of physical fitness,the p values of the sitting forward bend,standing long jump,eight-stage abdominal bridge,one-leg standing with closed eyes and cross-quadrant jump in the experimental group and control group after the teaching experiment were all greater than 0.05,showing no significant difference.(2)In the rouli ball teaching,students are required to master the skills of sets and competitive techniques.The average scores of sets and competitive techniques in the experimental group are 83.17 points and 80.47 points,respectively,and the average scores of the control group are 77.37 points and 73.60 points,respectively.The p values are all less than 0.01,showing a very significant difference.(3)In terms of PE learning interest,after the teaching experiment,the p value of negative PE learning interest in the experimental group and the control group was less than 0.05,showing a significant difference.The p value of active learning interest in physical education was less than 0.01,showing an extremely significant difference.The p value of sports participation and sports attention was greater than 0.05,with no significant difference.(4)In terms of autonomous learning ability,the p values of the three dimensions of physical learning motivation,physical learning process and physical learning results of the experimental group and the control group were all less than 0.01 after the experiment,presenting extremely significant differences.p value of physical education learning environment dimension is less than 0.05,showing a significant difference.The following conclusions are drawn from the results:(1)In terms of students' physical quality.According to the experimental results,it is found that both the traditional teaching model and the flipped classroom model are nearly the same in terms of improving students' physical quality,that is to say,the flipped classroom teaching model has no obvious effect on improving students' physical quality.(2)Through comparison after the experiment,it was found that the experimental group implementing the flipped classroom mode mastered the skills of routine and competition more firmly than the control group adopting the traditional mode.Therefore,it was concluded that the flipped classroom teaching mode could significantly improve the learning effect of students on the rouli ball technique.(3)Students' interest in physical education.Through the teaching experiment,it is obvious that the experimental group adopting the flipped classroom model shows a more positive attitude towards physical education learning on the whole,while the students implementing the traditional model have a less positive attitude towards learning activities on the whole than the former group.The control group showed only a significant increase in sports participation.Therefore,it can be considered that flipped classroom teaching mode makes students' interest in physical education significantly increase.(4)Students' independent learning ability.Through comparative experiments,it is found that the experimental group implementing the flipped classroom teaching mode has significantly enhanced its autonomous learning ability compared with the previous group.Specifically speaking,the learning motivation of these students is more specific.However,the control group using the traditional teaching model had no significant change in the above aspects.It shows that the application of flipped classroom teaching mode in the flexible ball teaching in ordinary universities can effectively improve the level of students' independent learning ability in sports.