上世纪80年代，美国著名的西登托普教授提出了一种全新的教育模式——运动教育模式。至今，该教学模式已经进行了30多年的教学实践，期间经过不断的完善，已经发展的比较成熟，并受到很多国家的推崇。该模式一方面能够让学生牢牢地掌握运动的专业知识和技能，另一方面这种模式还能让学生在社会上有更好的适应能力，并且树立科学的终身体育观念。 芭蕾形体课是在高校体育课程中开展程度十分广泛的一门体育选修课程。但是，在传统体育教育模式下，通常教学进度都是统一制定的，老师占据着主导地位，尤其是在那种以班级为单位的教学中，学生按照教师要求进行统一的课程学习，重点在于技能目标的学习，而限制了其他体育教学目标的完成。对于国内高校芭蕾形体课的教学中所存在的问题，本研究特别引入了运动教育模式，结合实际情况，应用于高校芭蕾形体课程的教学中，试图找到改善我国高校芭蕾形体课教学的方法。 本文主要采用实验法，对北师大的芭蕾三自课设立实验班和对照班，在实验班引入运动教育模式进行探究。除此之外，本文还采用了文献资料法，以及数理统计法，问卷调查法和访谈法等有效手段，系统调查研究并分析了高校芭蕾公选课的情况。 经过细致的实验研究和后续访谈，发现使用了运动教育模式的实验班在技能测评上的均分要高于使用传统体育教学模式的对照班，同时，态度量表的前后测结果也显示出实验班学生在学习积极性和主动性上产生了显著性差异，此外，良好的师生反馈也体现出了运动教育模式良好的实施效果。 最后得出如下结论： (1)运动教育模式在芭蕾形体课堂的使用从整体上有利于技能的掌握和运动表现的提高； (2)运动教育模式在芭蕾形体课堂的使用有助于提高学生学习的积极性和主动性； (3)运动教育模式在芭蕾形体课堂的使用有助于改善教师的课堂角色及授课感受； (4)运动教育模式在芭蕾形体课堂的使用有助于改善学生的课堂角色及听课感受。

American famous scholar Siedentop raised a new education model in 1980s that is sports education, and now, after nearly thirty years of practice, this sports curriculum and education model has been well improved and already matured. It is now being advocated by many countries, especially western developed countries. This education model can not only give students a good command of sports knowledge and special techniques, but also help students to adapt to the society and form a good life-long recognition of P.E effectively. This education model divides students into specific groups during the teaching process, and this form of individual groups not only caters for students of different levels, but also raises students ‘passion for sports through adding the process of learning the knowledge of culture, rules and etiquette. It is common that ballet dance courses being set in P.E curriculum in colleges and universities. And now the ballet dance courses in P.E curriculum are mainly optional courses, because the option form is various and can meet students ‘need of choosing the courses independently. During the process of teaching, the speed is normally set already, and teachers are at a leading position, especially at courses divided by administrative classes, where students accomplish the learning tasks according to teachers ‘direction, which mainly pays attention to the target of skill while limits the accomplishment of other teaching target in P.E. In order to figure out the existing problems in ballet dance courses in our colleges and universities, we bring in the sports education model, combining it with the real situation and applying it into the teaching process, expecting to get some reference from it so as to improve our ballet dance teaching in colleges and universities. This article systematically researches and analyzes our ballet optional courses. Except from using documentary method, experimentation and mathematical statistics, we also use effective methods like questionnaire method and interviewing method. We find out that (1) The use of sports education mode in ballet body class is conducive to the mastery of skills and the improvement of athletic performance. (2) The use of sports education mode in ballet class helps to improve students' enthusiasm and initiative in learning. (3) The use of sports education mode in ballet class helps to improve teachers' classroom roles and teaching feelings. (4) The use of sports education mode in ballet class helps to improve students' classroom roles and listening experience.