Research On The Effect Of Mixed Teaching Of Aerobics In Junior Middle School Based On MOOC

With the application of MOOC teaching and the advancement of information technology and artificial intelligence,the process of teaching reform has been accelerated.As an important part of blended teaching,MOOC teaching has been widely used.The online-offline mixed teaching mode based on MOOC has also been widely adopted.However,the effect of mixed online and offline teaching of aerobics in junior middle school based on MOOC is not completely clear.Therefore,this study used literature,experiment,interview and mathematical statistics to conduct a 12-week MOOC-based hybrid aerobics elective class for girls in the third middle school in Ganzhou City,Jiangxi Province.Teaching intervention,from the three dimensions of special sports skills,physical fitness and learning interest,analyzes the effect of online and offline blended teaching based on MOOC,and provides theoretical reference and reference for the exploration and promotion of blended teaching.Research result:(1)Influence on aerobics motor skills: pre-intervention experimental class(complete set,13.94 ± 0.45 points,venue space and formation,14.06 ± 0.47 points,music and performance,14.47 ± 0.40 points,technology and skills,14.00 ± 0.40 points,consistency,13.99±0.40 points,push-ups and elbow braces,12.09±0.25,points and vertical and horizontal forks,13.45±0.50points)and control class(complete set,13.91±0.57 points,field space and formation,14.07±0.57 Score,Music and Performance,14.36±0.49,Technique and Skill,14.07±0.43,Consistency,14.07±0.40,Push-Up Elbow,12.15±0.27,and Cross Fork 13.49±0.49)There is no significant difference.After the intervention,the experimental class(set creation,14.47±0.47 points,venue space and formation,14.49±0.69 points,music and performance,16.01±0.59 points,technology and skills,15.04±0.40 points,consistency,16.02±0.33 points,)scores were significantly higher than those of the control class(Complete Creation,13.94±0.57 points,venue space and formation,14.10±0.57 points,music and performance,14.38±0.59 points,technology and skills,14.08±0.43 points,consistency,14.08 ±0.39 points)score(P<0.05),but there was no significant difference between push-up elbow support and cross fork scores.The ANOVA univariate method was used to test the inter-subject effect,and it was found that the experimental class and the control class had a significant difference in time and group interaction in such indicators as set creation,venue space and formation,music and performance,technology and skill,and consistency before and after the intervention.Significant difference(P<0.05).(2)Influence on physical fitness: experimental class before intervention(BMI,21.58±3.53Kg/m2,vital capacity,2295.55±769.24 ml,50m running,10.13±0.52 s,standing long jump 155.82±22.52 cm,sitting forward flexion 15.97±3.90 cm,800m run,285.38±18.08 s and32.24±4.77 sit-ups in one minute)and control class(BMI,22.30±3.02 Kg/m2,vital capacity,2179.74±520.63 ml,50m run,9.87± 0.55 s,standing long jump 16.33±2.94 cm,sitting forward flexion,16.33±2.94 cm,800-meter running,283.99±18.20 s and one-minute sit-ups 32.26±4.95)and other physical fitness indicators were not significantly different.After the intervention,there were significant differences in the comparison between the experimental group before and after the 50-meter running,standing long jump,sitting forward flexion,800-meter running and sit-ups,as well as the comparison with the control group(p<0.05).There was no significant difference in BMI and vital capacity.At the same time,the ANOVA univariate method was used to test the inter-subject effect,and it was found that there was no significant difference in BMI and vital capacity between the control class and the experimental class before and after the experiment.There were significant differences between time and group interaction(p<0.05).(3)Effect on interest in sports learning: the experimental class before intervention(sports participation,36.42±0.50 points,active interest,27.38±0.49 points,negative interest,24.67±0.47 points and autonomous learning 19.46±0.50 points)and the control class(Sports participation,36.52 ± 0.50 points,active interest,27.41 ± 0.50 points,negative interest,24.56 ± 0.50 points and self-learning 19.5 ± 0.51 points)There was no significant difference in all dimensions of sports interest.After the intervention,the experimental class(37.32±1.09 points for sports participation,29.44±1.72 points for active interest,and 20.77±1.57 points for autonomous learning)had significantly higher scores on some indicators of interest in sports learning than the control class(36.97±0.56 points for sports participation,27.64±0.83 points for active interest).score,self-learning 19.62±0.64 points)(P<0.05),there was no significant difference in negative interest score.Analysis conclusion:(1)The application of MOOC-based blended teaching in the teaching of aerobics for junior high school students can improve the level of some skills of students’ aerobics movement,but it has no significant impact on professional quality skills(such as push-ups and elbows,vertical and horizontal forks,etc.).(2)Based on the application of MOOC blended teaching in the teaching of aerobics for junior high school students,it has a significant effect in improving students’ physical fitness(50-meter running,standing long jump,800-meter running,sitting forward bends and sit-ups).There was no significant effect on BMI and vital capacity.(3)The application of MOOC-based blended teaching in the teaching of aerobics for junior high school students can effectively stimulate students’ enthusiasm and interest in learning.