Practical Research On "flipped Classroom" In Primary School Physical Education

Based on the background of the in-depth integration of educational reforms and learning activities and the diversification of popularization in the Internet age,the in-depth integration of teaching materials,content resources and learning activities in information education;under the advantage of introducing elementary school sports in the "flipped classroom",To enable students to master the initiative of learning;from a personal perspective,in the practice of the new junior-stage teachers' self-professional development in modern schools,they can "stand + stand firm + stand well" on the platform and realize the "triple jump" of self-professional development;The great opportunity for the “family school” to fight the “epidemic” online in the 2020 Gengzi Year of the Rat has played a key role in the online teaching of the “flipped classroom” eight-form Tai Chi.Therefore,practice the flipped classroom teaching model with eight-style Taijiquan as the teaching content,explore the practical application of flipped classroom teaching mode in primary school physical education and health subjects,cultivate students' "four levels",develop students' "four abilities",and tap students "Four methods",correcting students' "two attitudes",and achieving teaching "one effect",blaze a trail of sports flipped classroom suitable for our school students,and at the same time make myself an innovative teacher with his own professional style.Based on the analysis and research of the flipped classroom teaching model at home and abroad,the comparison of traditional sports models and the development trend of primary school physical education through the method of literature data,the second level of Cancong Road Primary School in Xindu District,Chengdu is selected through questionnaire survey and experimental comparison At this stage,students conduct practical research on eight-style Taijiquan,design a "flipped classroom" teaching model,arrange teaching content and time,class time,pre-video and question sheets,internalization links in class,and consolidation tasks after class.Check the results of the experiment.After analyzing,draw the following conclusions:First,the "flipped classroom" pre-class,in-class,and after-class teaching model is feasible in elementary school(level 2)physical education.Students take the initiative in learning,and the “high-quality dialogue” in the classroom enhances the intimacy between teachers and students.Second,the "flipped classroom" eight-style Taijiquan teaching has a positive effect on the "four levels" of students.The students' understanding of Tai Chi from 0to 1 is obviously changing,and the students' interest in class learning is constantly improving.Third,the "flipped classroom" eight-style Taijiquan teaching has developed the "four abilities" of students.Students have formed a relationship of mutual listening,mutual learning,mutual complementation and mutual promotion,which enhances students' attention and concentration,pays attention to students' verbal expression skills,opens students' thinking,and promotes students' positive thinking;fosters students' sense of unity and cooperation And the spirit of competition.Fourth,the "flipped classroom" eight-style Taijiquan teaching excavated the students' "four methods".There are individuals,groups,inquiries and exercises to improve students' independent and cooperative exercises,so that the learning atmosphere of the entire class becomes very strong,and the overall academic performance of the entire class is improved.Fifth,the "flipped classroom" eight-style Taijiquan teaching changes the "two attitudes" of students.Students change from being passive to being active.Students will actively participate and practice actively,and then teachers will give correct guidance to stimulate,and students will have a desire to learn actively.Sixth,the "flipped classroom" eight-style Taijiquan teaching achieves "one effect" in teaching.Students can internalize teaching content with high quality,and teachers can efficiently transform teaching activities.