本文選題：智障兒童　切入點(diǎn)：基本運(yùn)動能力訓(xùn)練　出處：《北京體育大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：研究主要采用文獻(xiàn)資料法、問卷調(diào)查法、實(shí)驗(yàn)法等研究方法,對滄州市特教學(xué)校培智類體育課堂教學(xué)進(jìn)行調(diào)查,考察智力障礙學(xué)生基本動作技能的學(xué)習(xí)狀況,并比較兩組學(xué)生在前后測動作技能的差異,探討基本運(yùn)動能力訓(xùn)練對智障兒童其他基本體育動作技能學(xué)習(xí)的促進(jìn)作用,并在為期四個(gè)月的實(shí)驗(yàn)干預(yù)之后,對實(shí)驗(yàn)組學(xué)生的家長及相關(guān)教師進(jìn)行問卷調(diào)查和訪談,目的主要在于檢驗(yàn)本實(shí)驗(yàn)的效果,以及實(shí)驗(yàn)組智力障礙學(xué)生經(jīng)過實(shí)驗(yàn)后的變化。進(jìn)一步分析智力障礙學(xué)生的運(yùn)動特點(diǎn)和發(fā)展規(guī)律,促進(jìn)其身心健康發(fā)展,提高社會適應(yīng)能力,同時(shí)也希望能通過對體育課堂教學(xué)的實(shí)驗(yàn)研究,為其他地區(qū)、學(xué)校的體育課堂教學(xué)提供一些實(shí)踐教學(xué)的參考。本文通過研究,得出以下結(jié)論:1、通過實(shí)地調(diào)查和問卷調(diào)查可以看出低年級智力障礙學(xué)生體育課教學(xué)方式單一,教學(xué)內(nèi)容單調(diào),教學(xué)效果不明顯。2、在培智體育課堂加入十六周基本動作技能學(xué)習(xí)之后,實(shí)驗(yàn)組學(xué)生單腳站立、立定跳遠(yuǎn)、跳繩等進(jìn)步顯著,而撤銷實(shí)驗(yàn)干預(yù)之后進(jìn)行再測試,學(xué)生測試成績?nèi)员惹皽y要高,說明基本動作技能的學(xué)習(xí)有助于促進(jìn)智力障礙學(xué)生速度、力量、平衡、協(xié)調(diào)和耐力等身體素質(zhì)的發(fā)展。十六周基本動作技能學(xué)習(xí)之后,投籃入筐效果并不顯著,說明短時(shí)間內(nèi)基本動作節(jié)能學(xué)習(xí)對提高學(xué)生肌肉控制能力具有一定的局限性。3、實(shí)驗(yàn)結(jié)束后,大部分家長、教師認(rèn)為學(xué)生在動作學(xué)習(xí)、交流等方面進(jìn)步明顯,說明了基本動作技能學(xué)習(xí)課堂提高了學(xué)生的動作學(xué)習(xí)能力、交流表達(dá)能力,說明良好的體育動作技能學(xué)習(xí)有利于提高學(xué)生的社會適應(yīng)能力。4、在體育課堂加入基本動作技能學(xué)習(xí)之后進(jìn)行延伸動作技能學(xué)習(xí),結(jié)果表明對學(xué)生學(xué)習(xí)新動作的速度、精確程度等具有正遷移的作用,說明基本動作技能學(xué)習(xí)對智力障礙兒童學(xué)習(xí)其他運(yùn)動技能具有良好的促進(jìn)作用。
[Abstract]:The research mainly adopts the methods of literature, questionnaire, experiment and so on, to investigate the classroom teaching of intellectual education in Cangzhou Special Education School, and to investigate the learning status of basic movement skills of students with mental retardation. The differences between the two groups were compared, and the effects of basic motor ability training on the learning of other basic sports motor skills of children with mental retardation were discussed. After four months of experimental intervention, A questionnaire survey and interviews were conducted among the parents and teachers of the experimental group, the purpose of which was to test the effect of the experiment. And the changes of the students with mental retardation in the experimental group after the experiment. The sports characteristics and development rules of the students with mental retardation were further analyzed to promote the development of their physical and mental health and to improve their ability to adapt to the society. At the same time, we also hope to provide some practical reference for physical education classroom teaching in other regions and schools through the experimental study of physical education classroom teaching. Draw the following conclusion: 1. Through field investigation and questionnaire survey, we can see that the teaching method of physical education for students with mental retardation in the lower grade is single, and the teaching content is monotonous. The teaching effect was not obvious .2.After adding 16 weeks of basic movement skill learning in the teaching class, the experimental group students made remarkable progress in standing on one foot, standing long jump, rope jumping and so on, but after withdrawing the experimental intervention, the students were re-tested. The results of the test are still higher than those of the pre-test, indicating that the study of basic motor skills helps to promote the development of speed, strength, balance, coordination and endurance of students with mental retardation. 16 weeks after learning basic motor skills, The effect of shooting into the basket is not significant, which shows that the energy saving learning of basic movements in a short period of time has some limitations on improving the students' muscle control ability. After the experiment, most parents and teachers think that students are learning in the movement. The obvious progress in communication and other aspects shows that the basic motor skills learning classroom improves the students' ability to learn and communicate and express themselves. The result shows that the good learning of sports action skills is beneficial to improve students' ability of social adaptation. The result shows that the speed of learning new movements can be improved by adding basic motor skills into physical education class. The degree of accuracy has positive transfer effect, which shows that basic motor skills learning has a good promoting effect on learning other motor skills of children with mental retardation.
【學(xué)位授予單位】：北京體育大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G764;G633.96

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