Theoretical Classroom Teaching Design And Empirical Research On College Physical Education Major Based On Deep Learning

As a new learning paradigm in the field of pedagogy,“Deep learning” aims to develop a high level of critical thinking and problem solving skills.According to existing research,the implementation of in-depth learning in the classroom influences student attention and the development of classroom thinking.as well as learning ability and course performance.Therefore,based on the existing research results,this paper designs a theoretical classroom teaching model for sports majors based on deep learning,in order to explore whether the theoretical classroom teaching based on deep learning can affect the classroom concentration,thinking development,deep learning ability,Are the course grades affected? How is the impact? It is expected to provide a special context for designing and implementing visual classrooms in physical education subjects in colleges and universities.This paper mainly uses the method of teaching examination to test the performance of the research.Test materials for Class C students and Class D major in Physical Education at Yunnan Normal University 2019.Class C is the control class with 46 students,and class D is the experimental class with 45 students.The selected theoretical course for physical education is "School Physical Education".The course is taught by professional teachers,and the author is a teaching assistant who observes and records the classroom situation throughout the course.The whole experiment was divided into two rounds,one round lasted 8 weeks,and the two rounds totaled 16 weeks.The experimental class was given deep learning-based classroom teaching,and the control class was given regular classroom teaching.Prior to the formal start of the experiment,Students in the test and control classes are tested on their level of thinking and concentration in class.After 8 weeks of testing,the students in the test class and the control class were tested on thinking level,key class,and in-depth reading ability;after the test,the students in the test class and the control class were tested on their thinking level.class concentration,deep learning ability,and course performance.Statistical analysis of the test results.Experimental results:1.Assessment Level Assessment: Prior to the test.There was no significant difference in the level of student achievement between the test class and the control class（P > 0.05）.There was a significant difference（P > 0.05）;After the second set of tests,there is a great difference in the number of conflicts between the group and the group of tendors（P < 0.05）.;Significant difference in the number of students in the second and second colors（P < 0.05）;Before and after assessing and controlling the number of students in the class,（P > 0.05）.2.Coordination Test: There were no significant differences between test class students and pre-test control class（P> 0.05）;There were no significant differences between test-subject and control-grade students at 15-minutes（P = 0.05）hours before the first round of testing,and there were significant differences over time.（P <0.05）.After the second phase of the tests,there was a significant difference in class observation between test class students and control class students（P <0.05）.There was a significant difference in students’ concentration in the class before and after the second test cycle（P <0.05）.There was a significant difference in the concentration of students before and after the second round of the control class test（P <0.05）.3.Deep learning skills: After the first round of experience: There is no significant difference between the proficiency of the students in the test class and the ability and visibility of the students in the management class.there was no significant difference in overall profound learning ability（P> 0.05）.Per experimental group: In akiakov v experimentally experimentalized with both experimental and experimental group experiments（P <0.05）.In each case,they have seized it,despite obstacles we can scarcely imagine."there was no significant difference in the dimension of endurance in learning（P> 0.05）.At the same time,the experimental results were significant,with a significant increase in the number of test cases（P< 0.05）.4.Course Success Test: At the end of the exam there is no significant difference in student grades between the exam and the control grade（P> 0.05）;there was a significant difference between the last grade and the general grade（P <0.05）.Analysis conclusion:1.In-depth instructional design helps to strengthen the problem of designing and teaching schemes to increase students ’learning outcomes,which is reflected in the development of students’ level of thinking and reading ability.2.The theory classes of the physical education courses based on in-depth study greatly improved the students’ level of thinking and the results were very important after two tests.Although general classroom learning has had some effect on students’ thinking development,the impact is unclear.3.Physical education theory classes based on in-depth study as well as general theory classes of physical education classes can improve students’ concentration.But when comparing the post-exam data,it can be seen that the focus of the physical education class is based on in-depth study,where the class focuses more on students than the level of development is better than physical.Education class..4.Simple classroom theory based on in-depth study and in-depth physical education classes can help students become proficient in reading.However,the effect of in-depth study based on physical education on students’ in-depth reading skills is better than traditional teaching.Physical education class.5.The final grade and the total number of students in the assessment class are better and more basic than the control class,but there is no difference between the assessment class and the control class in the standard class.