研究背景：21 世纪以来，随着信息技术的变革与发展，“互联网＋”的概念 已深入人心，《中国教育现代化 2035》这一战略性蓝图强调采纳现代科技手段以 加速教育人才培养方式的革新，我国高校教育也紧抓教育信息化建设，全面推动 教育现代化。但学生在基础教育阶段较少接受体操教学，且高校体操教学存在课 时量不足、设施少、教师指导不充分等问题，影响体操课教学效果的提升。

研究目的：本文研究以钉钉平台为依托，以北京师范大学体育教育专业公费 师范生为例，探究运用钉钉 APP 开展体操课外锻炼的模式及验证其对体操教学所 产生的影响，为体操乃至体育课堂的学法指导提供切实可行的方法。

研究方法：本研究在大量阅读国内外以体操教学、课外锻炼、钉钉为主题的

相关文献的基础上，通过文献法、实验法、数理统计法和访谈法探究运用钉钉

APP 开展体操课外锻炼的应用模式及对学生体操学习的影响。

经过对北京师范大学 2023 级公费师范生 15 周的实验干预，在实验前后进行 测试和访谈，并对实验数据进行收集和整理，得出以下结论：

研究结果： （1）实验前后对学生身体素质进行分析，结果表明：男生 5 项身体素质均 呈现出显著性差异（p=0.000，p<0.001），而女生 4 项身体素质中只有坐位体前屈 数据呈现出显著性差异（p<0.05） 。

（2）实验前后对学生体操学习兴趣进行分析，结果表明：“积极性”、“消极 性”、“技能学习”、“课余活动”、“体育关注度”5 组前后测数据对比中均存在显 著性差异（p=0.000，p<0.001）。

（3）实验前后对学生体育锻炼效果进行分析，结果表明：“锻炼乐趣”、“健 康效果”、“能力效果”3 个维度的指标前后测数据的存在显著性差异（p=0.000， p<0.001），而“社交效果”、“外貌效果”2 个维度不存在显著性差异。

（4）实验前后对学生主观锻炼体验进行分析，结果表明：“积极幸福感”维 度数据呈现出显著性差异(p<0.05)、“健康效果”维度呈现出显著性差异（p=0.000， p<0.001）、“能力效果”维度呈现出显著性差异（p<0.05）。

（5）实验后，通过调查和访谈，了解学生对钉钉 APP 的使用感、课外锻炼 的感受后发现，有高达 85%的学生对该软件的整体意向表示赞同或非常赞同，对 课外锻炼的学习功效，特别是在“提升体操技能学习”和“提升身体素质和体能” 两个方面得分较高。

Research background: Since the 21st century, with the change and development of information technology, the concept of "Internet +" has been deeply rooted in the hearts of the people. The strategic blueprint of "China's Education Modernization 2035" emphasizes the adoption of modern scientific and technological means to accelerate the innovation of education personnel training methods. China's higher education also attaches great importance to the construction of education informatization and comprehensively promotes the modernization of education. However, students rarely accept gymnastics teaching in the basic education stage, and there are some problems in gymnastics teaching in colleges and universities, such as insufficient class hours, insufficient facilities and insufficient teacher guidance, which affect the improvement of gymnastics teaching effect. Research purpose: Based on Ding Talk, this study takes publicly-funded students majoring in physical education of Beijing Normal University as an example to explore the mode of using Ding Talk to carry out extra-curricular gymnastics exercise and verify its impact on gymnastics teaching, so as to provide practical and feasible methods for the study method guidance of gymnastics and even physical education classes.

Research methods: Based on a large number of domestic and foreign literature on gymnastics teaching, extra-curricular exercise and Ding Talk, this study explored the application mode of Ding Talk APP to carry out extra-curricular gymnastics exercise and its influence on students' gymnastics learning through literature method,

experiment method, mathematical statistics method and interview method. After a semester of formal experiment, experimental subjects were tested before and after the formal experiment, and experimental data were collected and sorted out,and the following conclusions were drawn:

Research results:

(1) The physical fitness of students before and after the experiment was analyzed, and the results showed that: among the five physical qualities of male students, there were extremely significant differences (p=0.000, p<0.001), while among the four

physical qualities of female students, only the data of sitting forward bending showed significant differences (p<0.05).

(2) The students' interest in gymnastics learning was analyzed before and after the experiment, and the results showed that there were extremely significant differences in the 5 groups of "enthusiasm", "negativity", "skill learning", "extracurricular activities" and "sports attention" (p=0.000, p<0.001).

(3) The results of the analysis of students' physical exercise effects before and after the experiment show that there are extremely significant differences in the measurement data of the three dimensions of "exercise fun", "health effect" and "ability effect" (p=0.000, p<0.001), while there are no significant differences in the two dimensions of "social effect" and "appearance effect".

(4) Students' subjective exercise experience was analyzed before and after the experiment, and the results showed that there were significant differences in the dimension of "positive happiness" (p<0.05), extremely significant differences in the dimension of "health effect" (p =0.000, p<0.001), and significant differences in the dimension of "ability effect" (p<0.05).

(5) After the experiment, through the investigation and interview, the students' feelings about the use of Ding Talk and extra-curricular exercise were understood. It was found that up to 85% of the students agreed or strongly agreed with the overall intention of the software, and scored high on the learning effect of extra-curricular exercise, especially in the two aspects of "improving gymnastics skill learning" and "improving physical fitness and physical fitness".

Research conclusion:

(1) Teaching reform based on emerging technologies such as artificial intelligence, big data and the Internet is imperative. Ding Talk has a positive

significance in promoting the innovation of smart education, the reform of education model, and the reconstruction of education ecology. The application of Ding Talk to carry out extra-curricular gymnastics exercise can make up for the lack of teaching time, extend the practice time of students, improve their physical fitness, enhancetheir physical fitness, and improve their gymnastics skills, which is conducive to promoting the improvement of teaching effect. To meet the needs of teachers and students, it has unique effects and advantages, and has certain feasibility.

(2) Using Ding Talk to carry out extra-curricular gymnastics exercises, break through the limitations of time and space, increase the number of individual guidance by teachers, and realize the effective supervision of students' extra-curricular exercises, which fully reflects the "student-centered", pays attention to the learning process, and significantly improves the learning efficiency through various interactive feedback, which is worth promoting

(3) Using the relevant functions of Ding Talk to effectively promote the positive interaction between teachers and students, narrow the distance between teachers and students, enhance the frequency and quality of communication between teachers and students, stimulate the awareness of competition and cooperation, and create a positive atmosphere for gymnastics learning.

(4) Including extracurricular exercise in the assessment and paying attention to the process evaluation of students can stimulate students' interest in learning gymnastics, mobilize students' good psychological state and improve the learning effect. Promote students' personality development and independent learning, stimulate students' willingness to continue learning gymnastics, and form a sense of lifelong learning.

(5) After the experiment, through investigation and interview, the students' feelings about the use of Ding Talk and extra-curricular exercise were understood, and it was found that up to 85% of the students agreed or strongly agreed with the overall intention of the software, and the learning effect of extra-curricular exercise was higher, especially in the two aspects of "improving gymnastics skill learning" and "improving physical fitness and physical fitness". It is 4.49. The results show that the application of Ding Talk to carry out extra-curricular gymnastics exercise has obtained a high degree of satisfaction and good results. However, there are some limitations in uploading videos. We have given feedback to software technology developers in the hope of further improvement.