Based On The Mixed Learning Model "Long Jump Takeoff" Micro-course Development And Study Practice Research

Following the "Internet +" plan put forward by Prime minister Li Keqiang in2015,"informatization" has become a national strategy,and education informatization has also ushered in major opportunities.Educators ’research on teaching resources has continued to increase,and the number of digital education resources has continued to grow.Chinese teaching classes also appeared in microcourses,MOOC and other forms of education.However,there are still fewer microcourses and MOOC forms in sports teaching.The topic of this paper comes from the topic of the 13 th Five-Year Education Plan in Tianjin,"A Paradigm Study on the Development of Sports Education Resources in Colleges and Universities from the perspective of MOOC." According to the requirements of the topic,"Long Jump" is part of the research content of the topic.This research applies the methods of literature survey,questionnaire survey,interview,system development,etc.,based on the theory of mixed learning,teaching design,etc.and the principles of microcurriculum design and development.The research on the development of microlesson for different application stages such as before class,during class and after class is carried out.Consider the learning performance under a total of 25 indicators(the first 6,13,and the last 6)for a mixed learning model with microlesson resources before(preparatory stage),middle(main content learning stage),and later(review stage).In the course of the research,teaching experiment method and mathematical statistics method are used.In the teaching experiment,the results of the horizontal,vertical and cross-comparison analysis of the first,middle and last three primary indicators and 25 secondary indicators show that the average learning performance score of the mixed part before class is higher than the average learning performance score of traditional teaching.And there are significant differences in the comparison of the three secondary indicators in the teaching focus,teaching difficulty and teaching content introduction.The average learning performance of the mixed part of the class was lower than that of the traditional teaching average,except that there were no significant differences in the two secondary indicators of the leg movement during the jump and jump.The average learning performance of the mixed part after class was higher than that of traditional teaching,but there was no significant difference.There was no significant difference in the sum of performance of all the four teaching methods involved in the experiment.According to the results of the study,it is concluded that: First,although the application of sports microcourses in this study did not significantly improve learning performance,it did not have any adverse effects on sports teaching;Second,for the development of sports microcourses,further optimization is needed,such as the design of microcourses,the use of lenses,and the application of technology in the later process.The author also suggests that the interaction of the microcourses shouldbe strengthened in the process of designing and developing the microcourses.At the same time,according to the actual situation,in the application of sports microlesson,we can use the form of "pre-class microlesson preparation +(classroom teacher teaching + microlesson assisted teaching)+ after-school microlesson review" to teach students at all stages.Enough learning time.