Student-centered reform of college sports physiology teaching

Abstract

This study focuses on the reform of teaching models for Exercise Physiology in higher education institutions, guided by the student-centered philosophy. In light of the drawbacks inherent in traditional teaching models such as teacher dominance, the disconnection between theory and practice, and the singularity of assessment methods and in consideration of the actual needs of contemporary college students, disciplinary development trends, and the feasibility factors including advances in educational technology and the enhancement of teacher and student competencies, this paper proposes multi-dimensional reform strategies. These strategies encompass the following aspects: First, innovating teaching methods by adopting models such as project-based learning, flipped classrooms, and collaborative group learning to stimulate students' learning motivation. Second, optimizing course content by selecting and integrating knowledge according to professional characteristics, introducing cutting-edge theories, and strengthening practical components to inject momentum into student learning. Third, refining the scientific assessment system by employing diversified assessment agents, combining process-oriented and summative evaluation, and diversifying assessment content to comprehensively measure students' learning and growth trajectories. The aforementioned reform strategies aim to enhance teaching quality and cultivate high-quality sports talents capable of meeting societal demands.