Research On The Application Of PBL Combined With Hybrid Teaching Mode In Public Sports Tennis Courses In Colleges And Universitie

With the rapid development of modern information technology,teaching models are constantly changing,and blended learning has become the "new normal" for future education.The Ministry of Education advocates promoting the learning revolution through teaching reform,actively promoting blended learning,building a combined online and offline teaching model,continuously improving classroom teaching quality,guiding students to learn actively,and enhancing their ability for independent learning.This article takes the example of university public physical education tennis courses to explore the impact of PBL combined with blended teaching on the sports attitude,basic tennis skills,and related theoretical knowledge scores of university beginner tennis players.The purpose of this study is to explore the application value of PBL combined with blended teaching in the teaching of university public physical education tennis courses,further improve tennis teaching practical activities,and enhance the quality of tennis teaching.At the same time,this study will provide ideas and references for the implementation of problem-based hybrid teaching in public tennis courses in ordinary colleges and universities in China,and provide relevant strategies and paths to promote the further improvement of teaching activities in public tennis courses in ordinary colleges and universities.This article adopts literature research,expert interview,questionnaire survey,experimental method,and mathematical statistics method to study the application of PBL combined with blended teaching mode in the university public physical education tennis class.PBL combined with blended teaching is applied to the teaching practice of tennis course.Students from two classes of public physical education tennis course at Minzu University of China were selected as experimental subjects,and the two classes were randomly divided into control and experimental groups for teaching experiments.The experimental group adopted the PBL combined with blended teaching mode,while the control group adopted the current blended teaching mode of the public physical education tennis course at Minzu University of China.This study found:(1)After the experiment,the attitudes towards physical education of the experimental class and the control class were improved to varying degrees.Among them,there were significant differences(P<0.05)in the scores of the experimental class in the eight dimensions of behavioral attitude,goal attitude,behavioral cognition,behavioral habits,behavioral intention,emotional experience,behavioral control,and subjective standards compared to before the experiment;there were significant differences(P<0.05)in the scores of the control class in the three dimensions of goal attitude,behavioral intention,and behavioral control after the experiment compared to before the experiment;there were significant differences(P<0.05)in the experimental class compared to the control class in the four dimensions of behavioral attitude,goal attitude,behavioral cognition,and emotional experience after the experiment.(2)After the experiment,there was no significant difference(P>0.05)in the standard scores of forehand hitting,backhand hitting,and solo wall practice between the experimental group and the control group.However,there was a significant difference(P<0.05)in the technical evaluation scores of forehand hitting,backhand hitting,and solo wall practice between the experimental group and the control group.(3)After the experiment,there was a significant difference in theoretical knowledge scores between the experimental group and the control group(P<0.05).In the end,this study draws the following conclusions:(1)In terms of attitudes towards sports,the hybrid teaching model only has a positive impact on students’ sports attitudes in the dimensions of target attitude,behavioral intention,and behavioral control.Adopting PBL combined with the hybrid teaching model significantly improves all dimensions of college students’sports attitudes,with better results.(2)In terms of tennis skills,the mixed teaching mode and PBL combined mixed teaching mode have no significant effect on the forehand hitting standard score,backhand hitting standard score,and solo wall-hitting standard score of college tennis beginners.Compared with the mixed teaching mode,PBL combined mixed teaching mode significantly improves the forehand hitting skill score,backhand hitting skill score,and solo wall-hitting skill score of college tennis beginners.(3)In terms of theoretical knowledge,the PBL combined with blended learning mode has a better effect on improving students’ theoretical knowledge scores compared to the blended learning mode alone.