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Research on Long-Term Development Pathways for Blended Teaching in College Physical Education Supported by Intelligent Fitness Media

Author(s)

Li Li

Affiliation(s)

Huanghe Science and Technology University, Zhengzhou, China

Abstract

The rapid iteration of intelligent fitness media has injected technological momentum into blended teaching in college physical education, yet technological empowerment does not automatically translate into sustained teaching effectiveness. Existing studies have largely focused on verifying the short-term instructional effects of intelligent media, leaving the long-term question of how empowerment can be sustained after its initial introduction insufficiently addressed. Based on a review of current practices in blended teaching in college physical education supported by intelligent fitness media, this study identifies three structural dilemmas: insufficient sustainability of teaching effectiveness, lagging renewal of teacher capabilities, and absence of institutional safeguards. It then constructs a long-term development pathway framework from three dimensions: evaluation innovation, teacher development, and institutional provision. The study argues that the core issue of long-term development lies not in continuous technological upgrading but in establishing a dynamic balance between technological embeddedness and endogenous teaching capacity.

Keywords

Intelligent Fitness Media; College Physical Education; Blended Teaching; Long-Term Development; Pathway Construction

References

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