Experimental Research On Mixed Teaching Of Sports Anatomy Course

The Ministry of Education,in 2018,issued the "Education Informatization 2.0Action Plan",a document that aimed to prioritize online education and foster the growth of an "Internet +" educational system.Utilizing information technology to bolster instruction is a critical way to augment the teaching effect and quality.A new teaching approach,mixed teaching,is being employed in this context.Mixed teaching is a teaching mode that tends to be between traditional teaching and flipped classroom.The blending of online and traditional teaching,as well as a method of combining both,is referred to as the advantages.By uniting the two teaching organization forms in a harmonious manner,it can not only foster dialogue and communication between teachers and students,but also completely nurture and meet the students’ individual drive.The course’s interest in the students is augmented.In this study,mixed teaching is applied to the course of physical anatomy in universities,which provides some reference value for the exploration of motor anatomy in universities.Objective and Methods: This study carried out a 9-week mixed teaching experiment for the students of the 2021 classes in the PE College of Northwest Minzu University.The experimental data of the two classes were analyzed to discuss the effect of mixed teaching of motor anatomy course.bear fruit:(1)The experimental class had a higher average score of unit test scores than the control class,yet no significant difference was observed(P> 0.05)between the two.(2)In the experimental class,the average test score was superior to that of the control class,yet no noteworthy distinction was found(P> 0.05)between the two.(3)After the experiment,the correlation between the online academic performance and the unit test scores and the final test scores was significant(P <0.05),and the Pearson’s correlation coefficient was 0.351 and 0.436,respectively.(4)No noteworthy distinction between the experimental and control students in terms of internal,external,and active learning motivation was observed post-experiment.The learning style scale(P> 0.05)revealed two dimensions of time management and mechanical learning.(5)No noteworthy distinction was observed between the quality of instruction and the structure of instruction after the experiment.The classroom experience scale revealed a significant difference in the peer cooperation and common ability development dimensions between the experimental and control class students(P>0.05)(6)No significant distinction was observed between the teacher interaction input,active learning input,and peer interaction input dimensions of the learning input scale(P> 0.05)following the experiment,nor was there a significant divergence in the time and energy input dimension(P <0.05).conclusion:(1)The 9-week mixed teaching had no significant effect on the final test and unit test scores of motor anatomy.(2)The online academic performance of the mixed teaching is positively correlated with the unit test performance and the final test performance.(3)Through experimental research,the 9-week hybrid teaching has no obvious influence on the internal learning motivation,external learning motivation,active learning,time management and mechanical learning;no obvious influence on the good teaching,teaching organization,peer cooperation and common ability development;teacher interaction investment,active learning investment,and peer interaction investment of students’ learning.