The Design And Practice Of Blended Teaching Mode Based On Community Of Inquiry Theory In Table Tennis Umpire Course

Under the influence of education policies such as "Implementation Plan for Accelerating Education Modernization(2018-2022)" and "China Education Modernization 2035" and the "post-epidemic" era,online teaching is gradually returning to face-to-face traditional offline teaching,and the hybrid teaching mode is gradually The blended teaching model is gradually gaining the attention of the majority of teachers.Blended teaching refers to the design of the teaching process by teachers to produce blended learning behaviors among students,thus improving teaching effectiveness.This mode of teaching is often the first choice of teachers,and it is also becoming a "new traditional teaching model".Community of inquiry theory is a hot topic and trend in blended learning research abroad in recent years,which consists of instructional presence,cognitive presence,and social presence,and can be used to explain how blended learning behaviors can be generated through instructional design.The table tennis referee course is a course with a close combination of practical and theoretical aspects,and there are currently problems with a relatively single teaching method and low classroom efficiency.Therefore,a redesign of the table tennis referee course is needed to improve students’ learning interest and teaching efficiency through systematic and efficient classroom organization by the instructor.In this study,the hybrid teaching mode of table tennis referee course was studied by using literature,mathematical and statistical methods,and experimental methods.First,a literature review study on blended teaching and table tennis referee course was conducted at home and abroad through tools such as Citespace;then,based on the theory of community of inquiry,the blended teaching model of table tennis referee course was designed and its effectiveness was tested through teaching experiments by combining the teaching contents,teaching objectives,and teaching objects of the course.In the 8-week teaching period of the table tennis referee course,the experimental group adopted the blended teaching mode and the control group adopted the online teaching mode.Before the experiment,the basic conditions of the students in both groups were investigated,and there was no significant difference in their learning commitment,learning motivation and learning ability(p>0.05).After completing 8weeks of instruction,students in both groups completed the theoretical exam and the clinical operation exam of table tennis refereeing;the effects of hybrid teaching and online teaching in table tennis refereeing course were compared and analyzed by post-test and performance comparison.Research results:(1)In terms of learning behavior,excluding the amount of normal class video playback,the control group had higher access than the experimental group on the amount of online video repeat playback,but the experimental group had higher access than the control group on the amount of platform discussion.(2)In the learning performance results,there was no significant difference between the experimental group and the control group on the theoretical examination,and there was a significant difference between the experimental group and the control group on the clinical examination.(3)In learning outcomes,the two groups were significantly different in teaching presence,social presence,cognitive presence and overall effectiveness,but there was no significant difference in critical thinking skills.(4)In course satisfaction,students in the experimental group had higher course satisfaction than those in the control group.Research conclusions:(1)Research on blended teaching models at home and abroad is on the rise,and one of the main trends is to incorporate inquiry community theory;through the use of inquiry community theory,effective instructional design is conducted in the blended teaching of the table tennis referee course in terms of instructional presence,social presence,and cognitive presence.(2)In the table tennis referee course,the blended teaching model provides learners with a stronger sense of presence and also provides a more complete learning process for the acquisition of clinical operational skills.(3)Blended learning based on the community of inquiry theory does not significantly improve learners’ critical thinking skills,but it clearly promotes and enhances students’ cognitive presence,social presence,and pedagogical presence.(4)The blended learning model stimulates students’ willingness to learn and higher learning satisfaction,which leads to a better learning experience for learners.