研究背景：现代信息技术与教育融合是未来教育发展的趋势，视频反馈教学法正是这个背景下的产物。视频反馈教学法是指教师在课堂上，利用电子设备对学生的练习过程进行视频录制，通过视频反馈形式进行课堂教学。体操运动有着动作结构复杂、形式多样等特点，而体操教学中又存在着在教学时数少、任务重的状况，如何提高体操教学效率是我们目前面临的一个问题。因此，本研究将检验视频反馈教学法对体操教学是否具有更好的促进作用。

研究目的：本研究将视频反馈教学法应用到高校体操普修课中，探究视频反馈教学法对学生的体操技术动作以及体育自主学习能力是否具有更好的促进作用，并为高校体操教学的相关研究提供一定的参考价值。

研究方法：本研究运用了文献资料法、问卷调查法、访谈法、教学实验法、数理统计法。实验对象为北京师范大学2023级体育教育专业的公费师范生，实验时间为2023年9月至12月，共16周，实验班的授课采用视频反馈教学法，对照班的授课采用常规教学法。

研究结果：体操技术动作测试结果显示，大多数体操单个技术动作实验组与对照组有显著性差异（p<0.05）；体操成套技术动作测试结果显示，实验组与对照组有显著性差异（p<0.05）；体育自主学习能力测试结果显示，实验前对照组与实验组测试结果无显著性差异（p>0.05），实验后实验组与对照组测试结果有显著性差异（p<0.05），实验组实验前后测试结果显示差异性非常显著（p<0.01），对照组实验前后测试结果显示无显著性差异（p>0.05）。

研究结论：（1）通过对体操单个动作的测试结果进行分析，实验组绝大多数体操单个技术动作的成绩优于对照组。表明视频反馈教学法比常规教学法更有利于学生对体操单个技术动作的掌握，特别是对结构较为复杂的技术动作促进作用更加明显。（2）通过对体操成套动作测试结果进行分析，得出实验组测试得分高于对照组。表明视频反馈教学法与常规教学法相比，更有利于学生对体操成套技术动作的掌握。（3）通过对体育自主学习能力问卷的测试结果进行分析，得出两组学生的测试得分均有上升，实验组测试得分明显高于对照组。表明视频反馈教学法与常规教学法对学生的体育自主学习能力都具有提升作用，且视频反馈教学法相比于常规教学更有助于提高学生的体育自主学习能力。

Research background: the integration of modern information technology and education is the trend of future education development, and video feedback pedagogy is the product of this background. Video feedback teaching method refers to the teacher in the classroom, the use of electronic equipment on the students' practice process video recording, through the video feedback form of classroom teaching. Gymnastics has a complex movement structure, diverse forms and other characteristics, and gymnastics teaching exists in the situation of few teaching hours, heavy task, how to improve the efficiency of gymnastics teaching is a problem we are currently facing. Therefore, this study will examine whether the video feedback teaching method has a better promotion effect on gymnastics teaching.

Research purpose: This study applies the video feedback teaching method to the general gymnastics course in colleges and universities, to investigate whether the video feedback teaching method has a better promotion effect on students' gymnastic technical movements as well as their ability of independent learning in sports, and to provide a certain reference value for the research related to the teaching of gymnastics in colleges and universities.

Research Methods: This study utilized the literature method, questionnaire survey method, interview method, teaching experiment method and mathematical statistics method. The experimental subjects were the publicly-funded teacher-training students majoring in physical education in the class of 2023 at Beijing Normal University, and the experimental period was from September to December 2023, a total of 16 weeks, and the experimental class was taught by the video feedback teaching method, while the control class was taught by the conventional teaching method.

The results of the study: the test results of gymnastic technical movements showed that there was a significant difference between the experimental group and the control group in most of the individual technical movements of gymnastics (p<0.05); the test results of gymnastic sets showed that there was a significant difference between the experimental group and the control group (p<0.05); the test results of the physical education independent learning ability showed that there was no significant difference between the test results of the control group and the experimental group before the experiment (p>0.05 ), there is a significant difference between the test results of the experimental group and the control group after the experiment (p<0.05), the test results of the experimental group before and after the experiment show a very significant difference (p<0.01), and the test results of the control group before and after the experiment show no significant difference (p>0.05).

Conclusion of the study: (1) By analyzing the test results of individual gymnastics movements, the experimental group's performance in the vast majority of gymnastics individual technical movements was better than that of the control group. It shows that the video feedback teaching method is more conducive to students' mastery of individual technical movements of gymnastics than the conventional teaching method, especially for the promotion of more complex technical movements. (2) By analyzing the test results of gymnastics sets, it is concluded that the test score of the experimental group is higher than that of the control group. It shows that the video feedback teaching method is more conducive to students' mastery of gymnastics sets of technical movements than the conventional teaching method. (3) By analyzing the test results of the questionnaire on independent learning ability in sports, it is concluded that the test scores of students in both groups have increased, and the test scores of the experimental group are significantly higher than those of the control group. It shows that both video feedback teaching method and conventional teaching method have the effect of improving students' independent learning ability in sports, and video feedback teaching method is more helpful to improve students' independent learning ability in sports than conventional teaching.