本文選題：健美操 + 模塊教學(xué)法��； 參考：《蘇州大學(xué)》2015年碩士論文

【摘要】：隨著新課程改革的不斷深入,為適應(yīng)新時期中學(xué)體育教學(xué)改革發(fā)展的需求,不斷提升中學(xué)體育教學(xué)質(zhì)量,對體育教學(xué)方法的改革與創(chuàng)新一直成為中學(xué)體育教學(xué)探索研究的問題。健美操作為中學(xué)體育教學(xué)內(nèi)容之一,因其獨特的運動特點和鍛煉價值深受廣大中學(xué)生喜愛,但目前中學(xué)健美操教學(xué)方法采用常規(guī)教學(xué)法多,教法單一、呆板與局限且缺乏活力難以適應(yīng)現(xiàn)代健美操教學(xué)的發(fā)展。模塊教學(xué)法在體育教學(xué)中取得了一定的成效,而在健美操教學(xué)中的運用卻很少,且缺乏系統(tǒng)研究,本文以模塊教學(xué)法在中學(xué)健美操教學(xué)中運用的實驗為研究對象,運用文獻資料法、訪談法、問卷調(diào)查法、數(shù)理統(tǒng)計法、邏輯分析法、實驗法和比較分析法研究方法,對模塊教學(xué)法在中學(xué)健美操教學(xué)中的運用進行理論和實證研究,以期促進健美操教學(xué)及提高教學(xué)質(zhì)量,豐富健美操教學(xué)方法而具有理論和實踐意義。研究結(jié)果:1從實證研究得出健美操模塊教學(xué)法明顯優(yōu)于常規(guī)教學(xué)法,使實驗組學(xué)生的健美操學(xué)習(xí)態(tài)度、興趣和學(xué)習(xí)成績明顯比對照組好,表明模塊教學(xué)法是一種好教學(xué)方法,可普適于目前的健美操教學(xué)之中。2健美操模塊教學(xué)法對學(xué)生在健美操動作力度、動作幅度、身體姿態(tài)控制及動作創(chuàng)編能力方面教學(xué)效果明顯優(yōu)于對照組且有顯著性差異。3健美操模塊教學(xué)法運用應(yīng)圍繞健美操教學(xué)目標(biāo)、充分考慮學(xué)生為主體教師為主導(dǎo)、激發(fā)學(xué)生學(xué)習(xí)興趣進行設(shè)計;需遵循系統(tǒng)性、全面性、因材施教原則。4健美操模塊教學(xué)法運用方式應(yīng)將教學(xué)內(nèi)容分成各種模塊、從各模塊中抽取由單個動作到聯(lián)合動作教學(xué)、從各模塊中抽取由簡單動作到復(fù)雜動作教學(xué)、從單個動作過渡到聯(lián)合性動作的規(guī)范性教學(xué)、從聯(lián)合動作過渡到成套動作教學(xué)、對動作節(jié)奏由慢到快進行練習(xí)。
[Abstract]:With the deepening of the new curriculum reform, in order to meet the needs of the reform and development of sports teaching in the new period, the quality of physical education in middle school is constantly improved. The reform and innovation of the methods of physical education have always been a problem in the exploration and study of physical education in middle schools. The value of exercise is deeply loved by the majority of middle school students, but at present, the teaching methods of Aerobics in middle school are more than conventional teaching methods, single teaching methods, inflexible and limited and lack of vitality to adapt to the development of modern aerobics teaching. In this paper, this paper takes the experiment as the research object in the teaching of Aerobics in middle school, using the method of literature, interview, questionnaire, mathematical statistics, logic analysis, experimental method and comparative analysis method, and carries out theoretical and empirical research on the application of module teaching method in the teaching of Aerobics in the middle school. In order to promote the teaching of aerobics and improve the teaching quality and enrich the teaching method of aerobics, it has theoretical and practical significance. The results of the study are as follows: 1 from the empirical study, it is concluded that the aerobics module teaching method is obviously better than the conventional teaching method, which makes the students' Aerobics learning attitude, interest and academic achievement are better than the control group, indicating the module teaching. The method is a good teaching method, but it is suitable for the present aerobics teaching. The teaching effect of.2 aerobics module teaching method is obviously superior to the control group in the aspects of the dynamics of aerobics, the range of movement, the control of body posture and the ability to create and editing. The teaching method of the.3 health exercise module should be used around the teaching of aerobics. The goal is to take full consideration of the students as the main teacher, to stimulate the students' interest in learning, and to follow the principles of systematicness, comprehensiveness and teaching students in accordance with their aptitude. The teaching method of.4 aerobics module should be divided into various modules, from each module, from the individual to the joint action teaching, and the extraction from each module is simple. Action to complex action teaching, from a single movement to the standardized teaching of joint action, from the joint movement to a complete set of action teaching, the rhythm of action from slow to quick practice.

【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.96

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