An Empirical Study on Flipped Classroom in College Physical Education Theory Courses

Abstract

The flipped classroom approach centers on students, shifting their mindset from “ I have to learn ” to “ I want to learn ”, and reshaping the traditional classroom ’ s teaching modality from indoctrination to one of interactive engagement. This article examines the practical impact of implementing the flipped classroom in the theoretical courses of the School of Physical Education at Chizhou University. We employ innovative teaching methods such as student-led PowerPoint presentations, group discussions, and student evaluations to assess its effectiveness. Our findings indicate that the flipped classroom model is well-received and embraced by the majority of students. It not only fosters greater teacher-student interaction but also enhances student participation and learning outcomes. At the same time, students provided their own opinions and suggestions on the future development direction of flipped classroom. In traditional teaching, knowledge is primarily imparted to students within the classroom, with the expectation that they will consolidate and apply this knowledge outside of class. Conversely, flipped classrooms utilize various forms of information technology to enable students to engage in self-study prior to class, identify problems, and learn through questioning. Inside the classroom, teachers act as guides, providing direction and answering questions to facilitate personalized learning experiences for students. This approach cultivates their ability to learn and self-study effectively.