https://doi.org/10.31449/inf.v43i3.2804 Informatica 43 (2019) 331–336 331 
Research on Dance Teaching Mode Based on Flipped Classroom in the 
Internet +Age 
Fubo Ma 
Art Academy, Northeast Agricultural University,China 
E-mail:fuboma@126.com, http://www.neau.edu.cn 
 
Chang Guo 
College of Engineering, Northeast Agricultural University,China 
E-mail:ceinuo@126.com, http://www.neau.edu.cn 
Keywords: Internet, flipped classroom, dance teaching mode  
Received: July 15, 2019 
The development of Internet technology has injected new impetus into the reform of education, and also 
posed new challenges to the traditional teaching mode. In recent years, as an extension of educational 
informationization, the flipped classroom has developed rapidly, and academic attention has increased 
year by year. At present, the flipped classroom in Colleges and universities in China has penetrated into 
many disciplines. Dance teaching should conform to the development of the times, optimize the teaching 
mode of dance education, open up innovative consciousness, and form a multi-channel teaching pattern. 
On the basis of discussing the theoretical and practical research on the mode of flipping classroom 
teaching in the dance teaching, this paper puts forward and designs the structure map of the pattern of 
the teaching mode of the flipped class in the ordinary university, and carries out a 4 month teaching 
experiment for the dance students. Through the analysis and verification of the data from the investigation 
and feedback, the conclusion is that the teaching mode of the dance flipping classroom has significant 
effect on improving the students’ basic dance quality, dance performance and autonomous learning 
ability. 
Povzetek: V prispevku je opisana uporaba umetne inteligence za izboljšanje učenja plesa. 
 
1 Introduction 
In twenty-first century, the rapid development of the 
information technology revolution and the continuous 
upgrading of the technology are slowly changing people’s 
life, work and communication ways. It also brings 
opportunities for a series of changes in education and 
provides technical feasibility for the wide spread of 
classroom teaching. The current digital campus and the 
Internet of things have laid the material foundation for the 
flipping classroom. Mobile terminals provide technical 
tools for flipped classroom learning. At present, the 
advanced educational resources, such as micro video, 
Khan College and electronic desk, have provided 
convenient access to the implementation of the overturned 
classroom. With the continuous upgrade of technology, 
more and more information tools and methods will emerge 
to make learning easier and faster. To sum up, the 
development of modern information technology is the 
necessary condition for the smooth expansion of the 
flipped class, and the implementation of the information 
technology course cannot be separated from digital 
equipment. The development of technology has promoted 
the development of information technology courses and 
flip-flop classes, and the research on the teaching mode of 
junior dance based on flip-flop classes is essential. In the 
application of the overturned classroom teaching mode in 
the dance class in college sports, Zhang Qin (2016) 
concludes that the flipped classroom teaching mode is 
applied to the teaching of dance and dance courses in 
colleges and universities. It needs to be carried out in four 
aspects: the review of the content of video teaching before 
class + basic dance skills + effective autonomy and 
cooperation Learning + effective evaluation and careful 
ending design [1]. 
2 The construction of dance teaching 
mode based on flipped classroom 
in the Internet age 
2.1 The application of the flipped class in 
the Internet age 
From the implementation to the operation, the overturned 
class can be divided into four parts. The first is the 
preparatory stage of teaching, the second is the teaching 
memory and the understanding, the third is the 
implementation and the analysis stage, the last one is the 
comprehensive evaluation stage. The most important 
feature of this model is the reversal of roles. At the 
preparatory stage, the teacher is the protagonist, and in the 
understanding stage, the student becomes the protagonist 
in the classroom. At the stage of application analysis, 
students and teachers are both the protagonists. The last 

332 Informatica 43 (2019) 331–336 F. Ma et al.  
stage is mainly teachers scoring, which can be done by 
group [2]. 
2.2 Design of dance teaching mode based 
on flipped classroom 
Because of the specialty of dance teaching, body 
movement is the expression form of the practitioner [3]. 
The practitioner needs to master the technical movements 
and practice a lot under the guidance of the teacher to form 
the dance skills. In the construction of the reversed 
classroom teaching mode in dance education, it is 
necessary to focus on the needs of students, so as to 
construct a more suitable dance education teaching mode 
in Colleges and universities. The structure diagram 
consists of three stages (Figure 1). They are pre-class 
preparation of classroom resources, in-class knowledge 
internalization and content upgrade, and after-class 
consolidation and improvement. According to the 
curriculum requirements of dance discipline, theoretical 
knowledge is understood and mastered. The process of the 
design of the structure drawing emphasizes the importance 
of communication. The process of communication and 
feedback is highlighted at the beginning of class. It breaks 
through innovation in the way of evaluation, and makes 
full use of teaching resources and communication 
platform. It highlights the advantages of the flipped 
classroom and combines the characteristics of dance 
education to provide reference for the reform of dance 
education [4]. 
Determine the 
learning goal
Making teaching 
courseware
Learning courseware 
and video
Look up information 
and preview 
knowledge points
Understand and 
connect, find problems 
with each other
Discuss and evaluate, guide 
students' technical movements 
and correct mistakes.
Summarizing problems, 
modifying and perfecting 
courseware, uploading 
teaching videos
Record teaching videos, ask 
questions, discuss problems 
and solve problems.
Improve technical movement 
and theoretical knowledge and 
sum up problems
Communication 
Guidance and 
Cultivation
Feedback 
problem
Feedback 
problem
Re - feedback and 
re - Communication
Teacher
Student
Before class
In class
After class
 
Figure 1: Structure of college dance teaching mode based 
on flipped classroom. 
In the implementation steps of dance flipping 
classroom, it is designed in three stages (Figure 2).In the 
pre class stage, the teaching content should be cut in 
modules to set up the resources in various forms. It should 
be intuitionistic and effective. Students should conduct 
self-identification in the form of online testing or 
feedback. In this structure, the importance of feedback 
communication is emphasized, and new ideas are 
provided in the production of teaching content. The 
division of labor between teachers and students is clear 
and effective, and the design of teaching platform is more 
humanized. The way of online evaluation helps teachers 
and students to summarize and reflect, to further optimize 
the teaching plan and to support the students’ learning and 
practice [5]. 
Teaching goal formulation
Teaching content module cutting
Video production and uploading
Making online test topics
Unify the explanation of the problem
Combined classroom activities
Traveling problem solving
Rethinking the effect of teaching
Teaching design
Release the discussion
Providing learning resources
Organization and management Optimizing teaching plan
Before class In class After class
Knowledge learning
Watch instructional 
videos and 
materials, group 
exercises, online 
self test, feedback 
on assessment 
questions.
Internalization of 
knowledge
Problems in 
feedback learning
Group discussion 
and contact
Results display and 
exchange
Knowledge 
consolidation
Review and reflect
Further study and 
contact
Teacher
Student
 
Figure 2: The steps of the dance flipping class. 
The role of the teaching mode is mainly embodied in 
the teaching effect, which also reflects the current 
situation of teaching in China. The biggest feature of the 
flipping class is that it can improve the students’ interest 
in learning and attract the attention of the students in class 
so as to improve their achievements and improve the 
teaching efficiency [6]. 
3 Practice research of dance 
teaching based on flipped 
classroom 
3.1 Research objects and methods 
In this paper, the application effect of flipped class in the 
teaching of dance in Colleges and universities is studied. 
A total of 120 students in the last semester of 2017-2018 
year’s dance courses were tested for a total of nine weeks 
of teaching experiments. The experimental class and the 
control class had a weekly class of 90 minutes each. The 
two classes consist mainly of two parts. One is the basic 
pace of dance, and the other is a small group of teachers. 
According to different teaching methods and reasonable 
arrangement order, the key points and difficulties are 
noted [7]. 
Evaluation 
method 
Account for 
the 
proportion of 
achievement
s 
Evaluation subject 
Attendance and 
feedback video 
frequency 
30% Teacher evaluation 
Classroom 
participation 
performance 
20% 
Teacher evaluation, 
group evaluation, 
self-evaluation 
Group 
presentation 
20% 
Teacher evaluation, 
group evaluation, 
self-evaluation 
Table 1: Flipped classroom process evaluation. 
As can be seen from the evaluation table, the main 
evaluation methods are the number of students in class and 

Research on Dance Teaching Mode...  Informatica 43 (2019) 331–336 333 
the number of feedback videos, classroom performance 
and group presentation. The number of classes and the 
frequency of feedback are evaluated by teachers. Class 
participation is mainly evaluated by students, groups and 
teachers. 
Grading project Scoring index 
Scoring 
body 
Basic posture 
 (20 points) 
Stance (5 points) 
grip (5 points) 
back (5 points) 
head (5 points) 
Teacher 
Combined action 
(40 points) 
Integrity (10 points) 
fluency (10 points) 
direction (10 points) 
trajectory (10 points) 
Music performance  
(30 points) 
Music rhythm  
(30 points) 
Facial expression 
and clothing  
(10 points) 
Facial expression 
 (5 points) 
Clothing (5 points) 
Table 2: Flipping class final skill test score. 
The result of the evaluation is mainly the skill test at 
the end of the term, and the content of the examination is 
also the proportion of the score. It is mainly obtained by 
experts through questionnaires and data analysis. The 
main contents of the grading are basic posture, combined 
movements, music rhythm, facial expressions and 
clothing. The full score is one hundred points. The basic 
position is twenty points, while standing and holding 
posture and back and head are five points separately. The 
composition movement was forty points, the movement 
integrity, fluency, direction, track accounted for the ten 
points separately [8]. Musical rhythm has thirty points, 
facial expressions and clothing account for ten points. At 
the end of the final assessment, we invited three dance 
teachers from our school to carry out the score, which was 
carried out with a fair and strict attitude. The average score 
of three teachers are taken as the final result. 
3.2 Pre-test and post test data analysis 
3.2.1 Pre-test results and analysis 
Before the experiment, the level of dance technology is 
measured. A basic step in dance is the main content of the 
test. At the same time, the basic situation of dance has also 
been investigated through questionnaires. In this way, we 
can get the cognition of the control class and experimental 
class to the dance. 
According to table 3, the students in the two classes 
have not been trained professionally. Only 3.3% of the 
students have been in contact with the dance before, and 
the other students have not been in contact with them. 
Therefore, the cognition of the two classes is zero. So the 
two classes have professional knowledge and technical 
mastery is relatively low, both classes are on the same 
starting line [9]. 
 
Is there any 
professional 
training 
before 
Have you ever 
been in 
contact with a 
dance before 
Yes No Yes No 
Experi
mental 
class 
Number of 
people 
0 60 2 58 
Percentage 0 100% 3.3% 96.7% 
Control 
class 
Number of 
people 
0 60 2 58 
 Percentage 0 100% 3.3% 96.7% 
Table 3: Investigation and statistics on basic situation of 
dance in experimental class and control class. 
This article mainly takes the exercise attitude scale as 
the main weighing work. This table is mainly for young 
students, and there are eight main indicators. They are 
behavior attitude, behavior cognition, behavior habit, 
behavior intention, objective attitude, emotional 
experience, behavior control and subjective standard. 
Each index is formed by a different number of items. 
There are seventy entries, and the higher the score is, the 
better it is. In order to get a better understanding of the 
attitude of the two classes, the two classes were measured 
before the experiment, and the results of the measurements 
were found through table 4. 
Through table 4, we can learn that the two classes 
have more than 0.05 P values in behavior attitude, target 
attitude, behavior cognition, habit, intention, emotional 
experience, behavior control and subjective standards. 
This shows that the two classes are not very different in 
these eight aspects. The exercises of the two classes are 
kept at the same level so as to meet the requirements of the 
experiment. 
In order to get a detailed understanding of students’ 
interest in dance lessons, a questionnaire survey was 
conducted before the experiment. According to the 
statistics, only 5% and 7% of the students in the two 
classes are very interested in learning dance, only 15% and 
20% are interested. There are only 37% and 30% of the 
students with general interest. Those who were not 
interested accounted for 40% and 37%, while those who 
did not like it accounted for 3% and 5% respectively. This 
also means that students are not interested in learning 
dance [10]. 
 
 
 
 
 
 

334 Informatica 43 (2019) 331–336 F. Ma et al.  
 
Experimen
tal class 
(n=60) 
Control 
class (n=60) 
  
 X±S X±S 
t 
value 
P 
value 
Behavior 
attitude 
28.36±6.59 27.19±4.20 0.914 0.361 
Objective 
attitude 
40.01±7.36 41.02±5.38 0.775 0.436 
Behavior 
cognition 
24.49±4.76 25.48±5.08 1.084 0.282 
Behavior 
habits 
35.54±8.73 33.59±5.91 1.152 0.253 
Behaviora
l intention 
24.34±5.43 25.51±5.34 1.106 0.324 
Emotional 
experienc
e 
33.35±6.32 34.88±6.27 1.102 0.264 
Behaviora
l control 
23.03±5.46 21.47±4.52 1.421 0.164 
Subjective 
criteria 
20.45±5.38 22.01±6.32 1.153 0.253 
Table 4: Independent sample T test results of exercise 
attitude before and after test class. 
In order to investigate the abilities of the two classes, 
a questionnaire survey was conducted before the 
experiment. According to the survey, it is found that the 
two classes have very little study before class, and most of 
them do not have to consolidate their study after class. 
Only a few students choose to listen to the teacher when 
they encounter something they don’t understand in class. 
This also indicates that the students’ learning situation is 
not very good. 
3.2.2 Post test results and analysis 
The degree of acceptance is mainly observed from the 
object being carried out, and whether the students can 
accept the dance class in the flipped class, mainly based 
on the degree of the students’ preference. In order to get a 
clear understanding of students’ acceptance, especially 
after the end of the experiment, a questionnaire survey was 
conducted among the students in the experimental class 
[11]. 
 
Figure 3: An analysis of the acceptance of the flipped 
classroom teaching. 
According to figure 3, it can be found that the person 
who likes it occupies 57%, more than half of the people 
like it. People who like it occupy 20%, and those who have 
the general interests have 13%.There are 10% people who 
don’t like it. The people who like to dance still occupy the 
vast majority. For the form of flip classroom teaching, 
students are still willing to accept it, especially the dance 
teaching under the flipped classroom [12]. 
First, a simple analysis of the results of the two classes 
is made from the basic positions, the movements of the 
combination, the rhythm of the music and the facial 
expression. According to table 5, we can learn that a=0.05 
is a basic test standard, while the students in the two 
classes have certain differences in the basic posture, the 
combination of the movements and the rhythm of the 
music, which also represents a certain effect in the flipped 
class at this time. The students in the two classes did not 
change in facial expression and clothing. According to 
table 6, it can be found that the average values of the 
students in the two classes are quite different, and the P 
value is less than 0.05.The result of the comparison 
between the two classes shows that the students in the 
experimental class are better than those in the control 
class. 
During the period after the end of the teaching 
experiment, we conducted an independent sample T test 
on two classes (Table 7). 
According to table 7, we can well observe the 
behavior attitude of the students in the experimental class 
and the control class, as well as the target attitude and the 
behavior habits. The six aspects of the P value are less than 
0.05, and this also represents the gap between the students 
of the two classes in these six aspects. The P value was 
higher than 0.05 in cognition and behavior control, which 
also showed that there was no significant difference 
between the two classes. 
 
  
0,00%
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
Very
like
Like General Dislike Very
dislike

Research on Dance Teaching Mode...  Informatica 43 (2019) 331–336 335 
 
Experimental 
class (score) 
Control class 
(score) 
P value 
 X±S X±S  
Basic 
attitude 
achievement 
17.6±1.605 15.01±2.492 0.005 
Combined 
action 
36.05±2.182 32.98±3.267 0003 
rhythm of 
music 
30.02±1.237 26.47±2.684 0.004 
Facial 
expression 
and clothing 
9.41±0.482 9.16±0.369 0.250 
Table 5: Analysis of four indicators of technical 
performance in the experimental class and the control 
class 
  
Experimental 
class (score) 
Control class 
(score) 
P value 
 X±S X±S  
Technical 
test results 
93±4.602 86.42±6.387 0.008 
Table 6: Total score analysis of final examination in 
experimental class and control class 
After a period of learning, the dance learning in 
flipped classroom has achieved certain results. At the 
same time, there were questionnaires for students in the 
experimental class as well as in the control class. In the 
experimental class, about 60% of the students were 
interested in dance, and 19% of them had increased 
interest. Only 10% of them were only generally improved, 
and 5% still felt no interest. While 5% of the control class 
showed a significant improvement in their interest in 
dancing, 10% showed a general improvement, and 79% 
showed no change. Through these data, we can also know 
that flipped classroom has played a very positive role in 
enhancing students’ learning [13]. 
3.3 Implementation effect analysis 
Through the experimental data, we can see that the dance 
skills of the experimental class are higher than those of the 
control class. And the exercise attitude of the experimental 
class is better than the control class, and this also shows 
that the effect of the teaching in the flipped class has 
already achieved certain effect, so it is still very applicable 
in the University. 
 
Experiment
al class 
(n=60) 
Control 
class 
(n=60) 
  
 X±S X±S 
t 
value 
P 
value 
Behavior 
attitude 
26.01±5.08 25.53±5.29 1.326 0.043 
Objectiv
e 
attitude 
44.89±5.98 41.69±5.79 2.302 0.026 
Behavior 
cognition 
24.72±4.35 26.01±5.31 3.379 0.538 
Behavior 
habits 
37.01±5.68 33.29±5.36 2.702 0.009 
Behavior
al 
intention 
37.06±6.06 33.06±8.32 2.245 0.017 
Emotion
al 
experien
ce 
25.58±6.70 28.87±6.72 -2.226 0.011 
Behavior
al control 
22.98±5.51 21.43±4.64 1.412 0.164 
Subjectiv
e criteria 
25.25±5.23 22.72±5.31 2.134 0.034 
Table 7: Independent sample T test results of exercise 
attitude of experimental class and control class 
Before class, teachers can make some micro-videos 
for teaching, which helps students consolidate their 
knowledge points after class. And students can do 
exercises repeatedly after class. In addition, students can 
learn in groups in the classroom, which is also conducive 
to improving students’ learning ability [14]. 
The arrival of flipped classes makes students feel very 
fresh, which to a certain extent also increases students’ 
interest in learning. The students’ self-learning ability and 
cooperative learning ability are all exercised in all aspects. 
Their subjectivity has been brought into play, and the 
efficiency and quality of the teaching have been improved. 
4 Conclusion 
Based on the exploration and research of the new 
education model, the author recognizes that the new 
education mode in the overturning classroom is the trend 
of future development. The mode of flipping class extends 
the students’ learning process to the class. The students get 
the information they need quickly through the network 
means. Compared with the traditional class, the flipping 
classroom teaching mode is more helpful to stimulate the 
students’ interest in learning and mobilize the enthusiasm, 
initiative and creativity of the students’ study. But this is 
not the only teaching mode. Because the educational 
situation in some places may not be appropriate, it cannot 
be implemented in a comprehensive way. Some developed 
areas can be decided according to the actual situation. For 

336 Informatica 43 (2019) 331–336 F. Ma et al.  
some areas with relatively backward economic conditions, 
careful consideration should be given. 
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