中国正处于飞速变革之中，体育课程教学也在不断演进，更加重视学生间的 个体差异，致力于激发学生的运动兴趣，提高学生的身体素质，以契合健康中国 战略的需要。然而，目前多数学校仍采用传统的“满堂灌”体育教学模式，学生 的课堂参与性和运动兴趣不高，课程模式的改革已刻不容缓。BOPPPS 教学模式 是一种新兴的教学模式，在 BOPPPS 教学模式的实践过程中，教师需要精心设计 教学过程，采用多样化的教学手段，以激发学生的参与热情，促进学生的“参与 式学习”，从而实现师生间的全方位互动。这样的教学模式为课程目标的达成提

供了强有力的保障，确保了课堂教学的质量和效果。BOPPPS 教学模式主要应用 于其他文化学科的教学，它强调以生为本，重视“参与式”互动学习，六大教学环 节相互衔接，形成完整的教学闭环，其教学成效在其他学科中已得到验证，近些 年开始与体育学科相结合并进行实际教学。现阶段，众多学者，包括体育学科的 专家们，正致力于深入探索BOPPPS 教学模式的应用与研究，以期推动该模式的 创新与发展。

本文研究目的在于明确 BOPPPS 教学模式的特点，并分析 BOPPPS 教学模 式对学生身体素质、羽毛球基本技能以及对学生体育学习兴趣的影响。采用文献 资料法、问卷调查法、教学实验法、数理统计法进行研究，以珠海市第二中学高 一（2）（3）班的 25 名学生作为实验对象，分别采用 BOPPPS 教学模式和传统 教学模式进行为期十周的教学实验，得出以下结果：

（1）实验后实验班和对照班学生身体素质不具备显著差异性（P＞0.05）。

（2）实验后实验班学生正手高远球和反手挑球进步明显（P＜0.05），正手 发高远球技术进步尤为明显（P＜0.01），对照班学生正手发高远球技术有显著 性进步（P＜0.05）。

（3）实验后实验班学生体育学习兴趣提升显著（P＜0.05），消极兴趣、积 极兴趣、自主与探究学习、运动参与程度、对体育的关注，这五个维度都得到了显著提升。 通过实验数据可以得出，短时间内，BOPPPS 教学模式在羽毛球教学中不能 显著提升学生的身体素质水平，但对学生羽毛球基本技术的提升和体育学习兴趣 的提高表现出显著的效果，这与 BOPPPS 教学模式其特有的“参与式学习”“前 测”“后测”有着很大的关系。尽管传统教学模式在这些方面没有展现出其独特优势，但不能仅凭此就认为 BOPPPS 教学模式完全优于传统教学模式。每种教学 模式都有其独特之处，教学模式的选择与应用需要不断地进行探索与融合，以便更好地适应学生的需求，促进学生发展从而达到最佳的教学效果。

China is undergoing rapid changes, and in the new era, physical education courses have placed greater emphasis on the individual differences among students, striving to inspire their interest in sports and align with the needs of the Healthy China strategy. Currently, the majority of schools adopt the conventional "chalk-and-talk" approach in physical education, necessitating the reform of the physical education curriculum model. The BOPPPS model, an emerging teaching approach primarily used in other cultural subjects, emphasizes student-centeredness and values "participatory" interactive learning. The six major teaching components interact with each other to form a complete teaching process, and its educational significance has been demonstrated in other disciplines. At the present stage, numerous scholars, including experts in physical education, are dedicated to exploring the application and research of the BOPPPS teaching model. The purpose of this paper is to clarify the characteristics of BOPPPS teaching mode, and analyze the influence of BOPPPS teaching mode on students 'physical quality, basic badminton skills and students' interest in physical education learning. Using literature data method, questionnaire survey method, teaching experiment method and mathematical statistics method, with 25 students from Class one (2) (3) of Zhuhai No.2 Middle School as the experimental objects, BOPPPS teaching mode and traditional teaching mode were respectively used for 10 weeks of teaching experiment, and the following results are obtained: After the experiment, the physical quality of the students in the experimental class and the control class was not significantly different (P> 0.05). After the experiment, the students in the experimental class made obvious progress in forehand high pick and backhand pick (P <0.05), and the technical progress of forehand high pick was especially obvious (P <0.01). After the experiment, the students in the experimental class' interest in physical education learning increased significantly (P <0.05). Through the experimental data can be concluded that in a short period of time, BOPPPS teaching mode in badminton teaching cannot significantly improve students' physical quality level, but to the students badminton basic technology and sports learning interest showed significant effect, and the BOPPPS teaching mode of its unique "participatory learning" "before" test "test" has a great relationship. Although the traditional teaching mode does not show its unique advantages in these aspects, it can not be considered only that the BOPPPS teaching mode is completely better than the traditional teaching mode. Each teaching mode has its own unique features. The selection and application of teaching mode need to be constantly explored and integrated, so as to better adapt to the needs of students and promote the development of students so as to achieve the best teaching effect.