Research On The Application Of Flip Classroom In Rock Climbing Teaching In Physical Education Colleges

Using the network information technology in modern teaching integration of online teaching is the trend of the development of education informationization.Flip the classroom teaching mode,as a combination of effective teaching and information technology teaching mode,use of modern information technology means,construct information-based teaching environment,will online and offline in teaching classroom teaching,combining the advantages of Replanning and designing the teaching arrangement before class,during class and after class,reversing the order arrangement of knowledge transfer,knowledge internalization and knowledge consolidation,realizing the innovation of traditional physical education teaching process and learning mode.This study in-depth analysis flip the application research of classroom in other sports,climbing course teaching in the implementation of sports colleges flip the operation strategy of classroom teaching mode to carry on the research and design,to promote the university teaching quality of rock climbing,climbing teaching optimization method,to turn the classroom teaching mode in the teaching of future climbing application provides practical experience.In this paper,the application of flip classroom in rock climbing teaching in physical education colleges is taken as the research object,and 30 boys in two compulsory rock climbing classes of grade 2021 in Guangzhou Institute of Physical Education are taken as the experimental objects,and the teaching experiment lasts for 16 weeks.In the experimental class teaching,the flip classroom teaching mode is applied,while in the control class teaching,the traditional classroom teaching mode is adopted.The application effect of flipped classroom teaching model in rock climbing teaching was experimentally studied by using literature method,expert interview method,questionnaire survey method,teaching experiment method and mathematical statistics method.Before the experiment,the students in the experimental class and the control class were tested for physical fitness and the survey of the students’ basic situation.The results of the pre-test showed that there was no significant difference in the students’ physical fitness and basic situation.After the experiment,the impact of flipped classroom on the teaching effect of rock climbing was analyzed according to the comparison of post-test data such as physical quality,theoretical performance,climbing skill level,climbing learning interest and learning effect.Through the comparative analysis of the data before and after the experiment in the experimental class and the control class,the following research results and conclusions are obtained.Results:(1)Before the experiment,there was no significant difference between the experimental class and the control class in the basic situation and the pre-test results of physical fitness(P>0.05).(2)After the experiment,the average scores of the five dimensions of learning interest in the experimental class were higher than those in the control class,among which there were significant differences in the two dimensions of negative interest in rock climbing learning and autonomy in rock climbing learning(P<0.05),and there were significant differences in the three dimensions of positive interest in rock climbing learning,participation in rock climbing learning and attention to rock climbing(P<0.01).(3)In the comparison of physical fitness of the experimental class before and after the experiment,there are significant differences in pull-ups,hanging pull-ups,static suspension of finger bars and hanging leg lifts(P<0.05),but there are no significant differences in 50-meter running and cross-quadrant jumping(P > 0.05).The comparison results of physical fitness of the control class before and after the experiment are the same as above.There was no significant difference in physical fitness between the experimental class and the control class after the experiment(P>0.05).(4)After the experiment,the technical test scores of the experimental class are all higher than those of the control class,among which there are significant differences in knot,top rope climbing,top rope protection and setting and lowering of protection stations(P<0.05),and there are significant differences in demonstration and explanation of technical actions(P<0.01).(5)After the experiment,the theoretical test scores of the experimental class were higher than those of the control class,and there was a significant difference(P<0.05).Conclusions:(1)After a semester’s study of rock climbing,the students in the experimental class and the control class can effectively improve their strength and endurance in the longitudinal comparison of their physical fitness.In the horizontal comparison,there is no obvious difference between the flip classroom teaching mode and the traditional teaching mode in improving students’ physical fitness.(2)Compared with the traditional teaching mode,the flip classroom teaching mode can have a more positive impact on students’ interest in learning rock climbing,which is helpful to improve students’ interest in learning rock climbing,especially in terms of positive interest,learning participation and attention.(3)After the experiment,the students’ technical test scores in the experimental class are better than those in the control class,and there are obvious differences in the students’ rock climbing skills under the two teaching modes.Compared with the traditional teaching mode,the flip classroom teaching mode has a better teaching effect in improving students’ rock climbing skills.(4)After the experiment,the theoretical test scores of the students in the experimental class are higher than those in the control class,and there are significant differences.Compared with the traditional teaching mode,the flip classroom teaching mode with expanding the online learning platform as an important carrier is more conducive to improving the students’ theoretical knowledge of rock climbing.(5)By resetting the teaching link,the flip class just solves the problem that "teaching before practicing" in traditional rock climbing teaching leads to students’ less practical practice time.While ensuring and moderately increasing students’ practice time,it also increases students’ independent learning and cooperative learning time,thus improving the teaching effect of rock climbing class.