Research On The Teaching Elements Of "Flip Classroom" In Basketball Theory Course For College Sports Majors

With the continuous development of information technology,educational informationization has provided new ideas and methods for classroom teaching reform in Chinese universities.With the help of information technology,"flipping classroom" is used to realize the reversal of traditional classroom teaching process,to create a free learning space for students,to build a individualized learning environment based on students,to increase the opportunity for students to interact with teachers and to cultivate the students’ ability.Today,with the vigorous development of modern basketball,the requirements for basketball professionals need not only good technical skills but also solid theoretical knowledge.The traditional theoretical teaching mode can no longer meet the needs of modern education,and the combination of "flipped classroom" can achieve the need of training all-round basketball teaching talents.Based on the theory of system theory,the optimization theory of teaching process and the theory of teaching,this study takes the teaching elements of the"flipped class" as the research object in the sports professional basketball theory course,and uses the method of literature,interview and observation to adjust the students and teachers who have already carried out the "flipped class" teaching of basketball theory course.The following conclusions are drawn:1、the teaching elements of "flipped class" in the basketball theory course of physical education in Colleges and universities are divided into three elements:Teachers’elements,students’ elements and teaching design elements,including 18 sub elements.The three elements constitute an organic teaching system,whose subelements depend on each other and coexist in the whole process of teaching,and jointly promote the optimization of the "turn over class" in the basketball theory course.2、There are six elements in the "teacher" element,which are arranged in an important order:the teaching idea of teachers,the ability to develop the teacher’s curriculum resources,the knowledge of teachers,the ability of teachers’ educational technology,the ability of the teachers to look for support,and the ability of communication and communication between teachers.Teachers’ teaching ideas and teachers’ knowledge promote teachers’ ability to develop curriculum resources and educational technology,and the development of teachers’ curriculum resources and the realization of educational technology need the support of teachers’communication and communication ability and support ability.3、There are six sub elements in the "student" element,which are arranged in an important order:the students’ extracurricular learning time;the students’self-learning ability;the students’ ability to obtain support;the cognitive ability of the students;the structure of the students’ knowledge and ability;the characteristics of the students’ temperament.The students’ extracurricular learning time is the prerequisite for self-study,which requires the students’ self-learning ability and the ability to acquire support.The learning effect and the degree of knowledge internalization are determined by the knowledge structure and cognitive ability of the students,while the knowledge structure and cognitive ability of the students are influenced by the temperament characteristics of the students.4、There are six sub elements in the "teaching design",which are arranged in an important order:teaching evaluation,teaching plan,teaching goal,teaching activity organization,teaching method and teaching content.The arrangement of teaching content needs to establish effective teaching objectives,and the realization of teaching goals needs support from teaching methods and organization of teaching activities.The implementation of the above four needs teaching plan,and the implementation effect should be feedback by teaching evaluation.