Experimental Research On The Teaching Model Of "Split Classroom" In The Teaching Of Cheerleading General Course

According to the "Opinions on Deepening Education Reform and Comprehensively Improving Education Quality" issued by the Central Committee of the Communist Party of China and the General Office of the State Council,it is clearly pointed out that we must integrate and optimize teaching models,adhere to the principle of mutual benefit between teaching and learning,pay attention to heuristic,interactive,and exploratory teaching,and guide students to actively think.In order to effectively improve the teaching quality of cheerleading courses in universities and improve the lack of mobilization of students’ initiative and self-learning ability in traditional classrooms,we need innovative teaching practices to further mobilize students’ autonomy,inspire and guide students to think actively,encourage students to explore and ask questions independently,cultivate students’ learning ability,stimulate students’ interest in learning,and improve their learning efficiency.After reviewing relevant materials and literature,it was found that the "split classroom" teaching mode has a significant effect in mobilizing students’ learning interest and autonomy,giving them more initiative in the learning process,thereby enhancing their autonomy and changing the traditional teaching mode’s single teaching atmosphere.In this study,28 students majoring in dance performance from Xi’an Institute of Physical Education in 2021 were selected as experimental subjects to analyze the application effect of the "split classroom" teaching model in the teaching of cheerleading as a general course.Compare the changes in cheerleading skills,physical fitness,and other indicators between the "split classroom" teaching mode and traditional physical education teaching mode before and after the experiment,as well as their emotional attitudes,interests,and self-learning abilities towards participating in sports.To provide new ideas for improving the teaching quality of cheerleading classes in universities.This paper adopts a variety of research methods,including literature review,expert interviews,questionnaires,experiments and mathematical statistics,to explore and analyze the application effect of the "bisection classroom" teaching model in the teaching of general cheerleading courses.In order to better compare the teaching effectiveness of the "split classroom" teaching mode and the traditional teaching mode,an eight week experiment was conducted.Under the same teacher,teaching content,and progress,the test results of students’ physical fitness,cheerleading skills,physical exercise attitude,physical learning interest,and autonomous learning ability were compared vertically and horizontally.After comparing the effectiveness of two different teaching modes,it was found that there were differences in teaching effectiveness between them.Through the experimental research on the "split classroom" teaching mode of cheerleading in the 2021 dance performance major of Xi’an Institute of Physical Education,the following conclusions are drawn:1.In this teaching experiment,the "split classroom" teaching model was adopted,which improved the students’ dominant position in the classroom,created a good teaching atmosphere,and promoted the formation of students’ learning motivation.Students’ interest in participating in sports and their ability to learn independently were significantly improved.2.In this cheerleading general course teaching experiment,the adoption of the "split classroom" teaching model significantly improved the enthusiasm of students towards physical exercise.Because the split classroom allows more time for students to practice and showcase in groups,students can better showcase their personalities during the class process,promoting their enthusiasm for participating in physical exercise.3.Applying the "split classroom" teaching model to the teaching of cheerleading as a general course has significantly improved students’ cheerleading skills and is superior to traditional teaching models.4.In this cheerleading general course teaching experiment,both the "split classroom" teaching mode and the traditional teaching mode have shown good results in improving students’ physical fitness,without significant changes.Because cheerleading teaching techniques account for a large proportion,there are fewer targeted quality exercises,and the experimental period is relatively short.