Research On Teaching Design And Practice Of Flipped Classroom In Sports Anatomy Course

In the Outline of the National Medium-and Long-Term Education Reform and Development Plan(2011-2020),the Ministry of Education proposed to grasp the requirements of the era of educational informatization,deeply integrate education and teaching with information technology,and change the inherent teaching concept to improve the traditional teaching methods.As a paradigm of educational reform in the information age,the new teaching model of flipped classroom has begun to be paid attention to by many educators and has been put into teaching practice.Its biggest advantage is that it breaks the teaching routine and combines online learning with offline teaching,allowing students to take the initiative in learning,which has a positive effect on the improvement of students’ autonomous learning ability and teaching quality.This study uses a variety of research methods such as literature data,questionnaire survey,behavior observation,and experiment to discuss the application effect of the flipped classroom teaching mode in the teaching practice of "Anatomy of Sports".In this study,students from 2020 freshman 4 classes of the School of Physical Education,Liaocheng University were selected to participate in the questionnaire survey and experimental research.Using the method of cluster random sampling,92 students from Class 1 and Class 4 were randomly selected to enter the experimental group.101 students from Class 3 entered the control group,of which the experimental group adopted the flipped classroom teaching mode for 8 weeks,and the control group adopted the traditional teaching mode for 8 weeks.The main results of this study are:(1)Compared with the control group,the average scores of the students in the experimental group were significantly higher than those in the control group,and there was a very significant difference between the two groups of students in the chapter test scores(P<0.01).(2)Compared with the control group,the average scores of the students in the experimental group were higher than those in the control group,and there was a significant difference between the two groups(P<0.01).(3)Compared with the control group,the average scores of the final exam papers of the students in the experimental group were higher than those in the control group,and there was a very significant difference in the final exam papers of the two groups(P<0.01).(4)Before the experiment,there was no significant difference in the overall critical thinking ability of the two groups of students(P>0.05).After the experiment,compared with the control group,the students in the experimental group had significant scores of truth-seeking,open-mindedness,analytical ability,systematization ability,self-confidence in critical thinking,thirst for knowledge,cognitive maturity and critical thinking ability significantly improved(P<0.01 or P<0.05).(5)Before and after the experiment,there were significant differences in the overall critical thinking ability of the students in the experimental group(P<0.01 or P<0.05).There were significant differences in the four aspects of intellectual maturity and critical thinking ability(P<0.01).(6)After 8 weeks of teaching experiments,78.27% of the students said they liked the flipped classroom teaching mode,77.18% of the students believed that the sports anatomy course was suitable for the flipped classroom teaching,and 57.61% of the students said that if they had the opportunity,they would also like the flipped classroom teaching mode.Willing to do flipped learning for other courses.The main conclusions of this study are:(1)Compared with the traditional teaching mode,the flipped classroom teaching mode is more conducive to the improvement of students’ chapter test scores,knowledge and skills competition scores,and final exam paper scores.(2)Through experimental research,it is found that both the traditional teaching mode and the flipped classroom teaching mode can improve students’ critical thinking ability,but the implementation of the flipped classroom teaching mode can improve students’ critical thinking ability to a greater and more comprehensive degree.better.(3)It is feasible to implement flipped classroom based on the course "Anatomy of Sports",and flipped classroom teaching can improve students’ interest in learning.(4)Through research,the flipping classroom teaching mode has certain effects in the teaching practice of "Sports Anatomy".However,from the aspects of interviews with students and the observation of classroom behaviors,it is found that there are problems such as single online resources,poor learning autonomy,and limitation of flipping.This requires teachers to continuously improve and optimize in subsequent teaching practice.