摘要：Recently, college physical education has received a lot of attention. Traditional physical education and teaching are unable to meet the demand of students in today’s society and cannot attract students’ interest in sports. In this study, the challenges of college physical education classrooms are examined and the teaching objectives, contents, and teaching evaluation of the course are established to improve students’ deep learning (DL) and the effect and quality of college PE. The flipped classroom model based on DL is applied to PE teaching in colleges, and the influence of classroom teaching is explored. Moreover, a teaching experiment is conducted and the teaching effect before and after the experiment is compared. The results show that the P values of the three groups of students in the five items of 50 m running, sit-up/pull-up, 800 m/1000 m, sit and reach, and crossing direction change running are 0.003, 0.012, 0.024, 0.024, and 0.048, respectively. This indicates significant improvements in the physical quality of the three groups of students after the experiment. In addition, the three groups of students have significant differences in basketball technical and tactical application ability, DL ability, and autonomous learning ability after the experiment. This exploration integrates the concept of DL with the flipped classroom, providing a theoretical supplement for the design of flipped classrooms in college PE.
