摘  要：从2014年“对分课堂”提出，已经应用于高校甚至中小学的各个课程当中，在高校体育理论课中的应用也有很多研究，但关于应用在体育公共课中的实证研究却非常少，为了验证这种教学模式能否有效提升高校公共瑜伽课的教学效果。运用文献资料法、专家访谈法、实验法等研究方法，通过在高校公共瑜伽课程中实施对分课堂的教学实验。结果显示：与传统体育教学相比，对分课堂模式下的体育教学更有利于学生掌握运动技能，学生的编排能力也高于对照组;两组的学生都希望课堂中有分组讨论、学习环节。虽然在体质测量成绩上两组没有显著性差异，但实验组的曲臂支撑、仰卧起坐和肺活量的平均成绩高于对照组。

关键词：对分课堂;公共瑜伽课;体育教学;实证研究

中图分类号：G642       文献标志码：A 文章编号：2096-000X（2021）04-0097-04

Abstract： From 2014， the "PAD class" has been applied to various courses in colleges and universities， even in primary and secondary schools. There are many studies on the application of physical education theory courses in colleges and universities， but there are very few empirical studies of the application in public physical education courses in order to verify whether this teaching mode can effectively improve the teaching effect of public yoga courses in colleges and universities. By using the research methods of literature， expert interview and experiment， the teaching experiment of divided class is carried out in the public Yoga course of colleges and universities. The results shows that： compared with the traditional physical education， the physical education in the PAD class mode is more conducive to students' mastery of sports skills. Students' arrangement ability is also higher than that of the control group. Both groups of students want to have group discussion and learning links in the classroom. Although there was no significant difference between the two groups in physical measurement results， the average scores of arm bending support， sit up and vital capacity in the control group were higher than those in the experimental group.

Keywords： the PAD classroom; public Yoga courses; sports teaching; the empirical research

一、“對分课堂”教学模式的概述

（一）“对分课堂”的概念与特色

“对分课堂”的“对分”就是课堂时间一半交给教师，一半留给学生;这种教学模式是2014年复旦大学的张学新老师最早提出的。这一教学模式主要包括三个环节分别是，“教师讲授”，讲解动作的重点和难点;“学生内化”，个性化学习，学生独立思考，个人理解，形成成果。“分组讨论”，解决低层次问题，凝练高层次问题和教师答疑，解决高层次问题。将这三个阶段细分为五个环节分别是讲授、独立学习、独立做作业、小组讨论和全班交流[1]。

（二）对分课堂这种教学模式的优势

就教师而言：教……