Research On The Application Effect Of Blended Teaching In Aerobics Course Of Physical Education Major

With the rapid development of internet information and the continuous improvement of talent cultivation quality,the traditional single physical education teaching mode cannot meet the requirements of modern sports talent cultivation to a certain extent.In order to explore the teaching mode suitable for physical education professional courses and promote the teaching reform and practice of physical education professional courses.This study will design the blended teaching of"Learning Pass+BOPPPS mode"and apply it to the aerobics class of physical education majors from the aspects of teaching mode,teaching task,teaching implementation and teaching evaluation,analyze the changes of students’physical form,special physical quality,learning psychology and learning interest before and after the teaching experiment,and provide new ideas and suggestions for physical education teachers in colleges and universities to carry out blended teaching,and also provide suggestions for college physical education majors to improve teaching quality and teaching effect,in order to deeply analyze the application effect of blended teaching in aerobics classes for physical education majors.This paper adopts literature method,questionnaire method,experimental method,interview method,mathematical and statistical method and other research methods to select two classes of physical education majors of general colleges and universities in class 2021 with a total of 60students as experimental subjects.The experimental group adopts hybrid teaching and the control group adopts traditional physical education teaching process for a 16-week teaching experiment,and the following results and conclusions are drawn by comparing and analyzing the application effects of the experimental group and the control group in terms of physical form,special physical fitness,learning psychology and learning interest.Results:(1)Effects on body shape:There was no significant difference in body weight and BMI between the experimental group(63.58±6.98 kg,20.11±0.93kg/m~2)and the control group(62.73±4.74kg,19.57±0.68kg/m~2)after the experiment(p>0.05),but the difference in body weight and BMI between the experimental group and the control group before and after the experiment was very significant(p<0.01).(2)Effect on the special quality of aerobics:After the experiment,the average values of the experimental group(20.12±1.12cm,54.17±2.20s,90.63±18.43s,17.77±2.58)and the control group(18.89±1.43cm,52.93±3.67 s,81.56±12.54s,16.07±3.84)were significantly different(p<0.05).The difference between the experimental group 15.02±0.60s and the control group 16.07±0.72s was very significant(p<0.01).(3)Effects on learning psychology:the mean values of the experimental group(65.83±2.55,57.73±2.92,41.53±2.34)and the mean values of the control group(57.77±4.11,55.90±3.36,37.21±3.12)in the post-experimental learning attitude,affective performance and cooperative spirit were very significantly different(p<0.01).There was no significant difference between the experimental group and the control group in behavioral beliefs and behavioral attitudes towards physical exercise(p>0.05),and there was a significant difference in cognitive experience(p<0.01).(4)Effect on interest in learning:The mean value of 92.54±2.67 in the total score of interest in learning after the experiment was significantly different from the mean value of 87.36±2.53 in the control group(p<0.01),with significant differences in positivity and highly significant differences in negativity,skill learning,after-school activities and attention to aerobics.(5)Effect on academic performance:the mean values of the experimental group(87.13±4.74,88.03±4.15,91.17±4.09,90.83±3.02 points)and the mean values of the control group(79.87±3.15,80.50±4.88,88.33±4.23,86.80±3.96 points)were significantly different(p<0.05).Conclusion:(1)There is no difference between the teaching effect of traditional teaching and hybrid teaching on students’body form,which indicates that simply changing the teaching mode has less effect on the change of students’body form,but aerobics teaching plays a certain role in improving students’body form.(2)Both traditional and blended teaching improve students’aerobics special qualities,but the effect of blended teaching on improving flexibility,balance,core strength and musical rhythm is more obvious.(3)Blended teaching applied to physical education professional aerobics class compared to traditional teaching on students’learning attitude and affective performance and cooperation spirit to improve the effect is obvious,the exercise attitude of behavioral attitudes,behavioral beliefs is not very obvious.(4)Blended teaching applied to aerobics class for physical education majors has a significant effect on students’interest in learning,enhancing their motivation to learn and strengthening their attention to skill learning and aerobics knowledge.(5)Compared with traditional teaching,blended teaching can improve students’theoretical and technical assessment scores.The all-rounded blended teaching designed in this paper promotes students’comprehensive mastery of professional skills,and students are very much in agreement with the blended teaching in the teaching process.