Addressing issues such as monotonous formats, lack of personalization, and insufficient moral education integration in high school sports break activities, this study innovatively constructs a "Hierarchy-Technology-Moral Education" tripartite-driven model based on the KDL Physical and Health Curriculum philosophy and the Shandong Provincial Implementation Plan for Sunshine Sports Break in Primary and Secondary Schools. The aim to enhance students’ physical fitness through scientific and personalized designs while deepening the integration of sports and moral education. Targeting students from Yantai Economic and Technological Development Zone Senior High School, the model implemented hierarchical grouping (basic, advanced, and specialty groups), modular activity design, and dynamic group management to transcend traditional class boundaries. Leveraging the DingTalk platform, digital tracking tools (e.g., individual evaluation cards and class credit systems) and real-time feedback mechanisms were utilized to optimize precision exercise protocols. Post-implementation, the excellent/good rate in physical fitness tests increased by 10.5%, with 86.5% participation in personalized sports activities. Dynamic stratified management effectively addressed students’ diverse needs, digital tools streamlined evaluation processes, and moral education embedded in sports activities demonstrated a positive correlation with improved behavioral norms and value formation among students. This study transcends the limitations of traditional sports breaks by employing hierarchical instruction to address individual differences, technology to enhance management efficiency, and moral education integration to amplify the pedagogical value of sports. Limitations include the need for refined dynamic adjustment mechanisms for stratification criteria, with future research proposing AI integration for personalized management. Practically, this model provides an innovative "precision + digital + moral education" paradigm for high school physical education, advancing the implementation of the "Five Educations Initiative" (Moral, Intellectual, Physical, Aesthetic, and Labor Education).
Zhixian Yu (Thu,) studied this question.