Design And Practice Research Of Online And Offline Mixed Teaching Mode In Gymnastics Courses

With the deepening and advancing of the concept of "Internet plus",the reform of higher education in China is gradually developing towards modernization and informatization.How to further promote the development of students' knowledge,skills and innovation ability has become the focus of education in China.Through the research,it is found that there are many problems in the current education and teaching in China,such as single teaching method,rigid teaching content,negative classroom atmosphere and so on,while most students have poor self-learning ability,lack of attention,lack of ability to analyze and solve problems and so on.This study constructs the online and offline hybrid teaching mode from six aspects: front-end analysis,teaching content,teaching environment,teaching platform,teaching process and teaching evaluation.Design the specific teaching plan of preview before class,promotion in class and consolidation after class,and design the evaluation system suitable for online and offline hybrid teaching mode according to the teaching implementation process.This study adopts the methods of literature review,expert interview,questionnaire survey,teaching experiment,mathematical statistics and logical analysis.Taking the students of grade 2018 and 2019 of Tianjin Institute of physical education as the experimental objects,this paper compares the influence of online and offline hybrid teaching mode on college physical education teaching effect and students' learning effect.After a 16 week experimental study,the experimental class and the control class in 2018 and 2019 were tested and investigated,and the experimental data were analyzed(1)Through the analysis of students' gymnastics theory test results.The results show that there are significant differences between the experimental class and the control class.The results show that the online and offline mixed teaching mode can help students to build the theoretical knowledge system of gymnastics,speed up the acquisition and internalization of the theoretical knowledge of gymnastics,and improve the students' theoretical performance of gymnastics.(2)After 16 weeks of teaching experiment,the students in the experimental class and the control class were tested on the horizontal bar,skills,parallel bars and jumping.The test results showed that there was no significant difference between the experimental class and the control class.The reason for this result may be that gymnastics,as a competitive sport,has higher requirements on the physical quality and body function of the exercisers.For students with the same gymnastics foundation and no great difference in physical quality,gymnastics teaching in a short period of time can not make students' skill achievements have significant differences.At the same time,gymnastics course needs to learn more technical movements,the composition of each technical movement structure is more complex.Teaching hours are limited,teachers do not have enough time to systematically and comprehensively explain the learned technical movements,and students do not have enough time to practice.Therefore,in the limited teaching time,there will be no significant difference between students.In addition,students' examination status,psychological factors,physical conditions and the external environment of the examination may have a great impact on students' final test.(3)The questionnaire survey shows that compared with the traditional teaching mode,the online and offline hybrid teaching mode has significant differences in learning interest,autonomous learning ability and cooperative inquiry ability.It shows that in the online and offline hybrid teaching,teachers should give full play to their leading role,constantly guide students to actively find,analyze and solve problems,and improve students' autonomous learning ability.And through group discussion,classroom answer and other methods to mobilize students' learning enthusiasm,cultivate students' inquiry ability and unity and cooperation ability.(4)After the experiment,a feedback survey on the application of online and offline hybrid teaching mode was conducted among the students in the experimental class.It was found that most of the students had a high degree of recognition on the use of online hybrid teaching mode and showed a strong interest.This shows that in this teaching mode,students are no longer passive acceptance,but guide students to actively explore and solve problems,to a certain extent,enhance the learning motivation.At the same time,through group communication,personal presentation and other links,students' learning participation opportunities are increased,students' sense of direct experience and perceptual knowledge are enhanced,students are helped to master the learning content and improve the learning effect.