本文選題：翻轉(zhuǎn)課堂　切入點(diǎn)：微視頻　出處：《南京師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：本研究以高校公共體育課實(shí)施翻轉(zhuǎn)課堂為研究對(duì)象,以南京師范大學(xué)中北學(xué)院籃球選修班為實(shí)驗(yàn)對(duì)象對(duì)高校公共體育課實(shí)施翻轉(zhuǎn)課堂進(jìn)行實(shí)驗(yàn)研究,旨在證明,翻轉(zhuǎn)課堂在激發(fā)學(xué)生興趣、提高技能水平和增強(qiáng)身體素質(zhì)方面是否有促進(jìn)作用。研究主要運(yùn)用了文獻(xiàn)資料法、案例分析法、問(wèn)卷調(diào)查法、實(shí)驗(yàn)法和數(shù)理統(tǒng)計(jì)法。首先對(duì)高校體育翻轉(zhuǎn)課堂的發(fā)展背景、意義、核心概念、理論基礎(chǔ)以及國(guó)內(nèi)外相關(guān)研究現(xiàn)狀做了簡(jiǎn)要梳理和總結(jié);緊接著分析了普通高校公共體育課實(shí)施翻轉(zhuǎn)課堂的必要性及可行性。之后通過(guò)案例分析總結(jié)了翻轉(zhuǎn)課堂實(shí)施的經(jīng)驗(yàn),并以南京師范大學(xué)中北學(xué)院為實(shí)驗(yàn)對(duì)象,通過(guò)14周的教學(xué)實(shí)驗(yàn)對(duì)比對(duì)照班和實(shí)驗(yàn)班體育學(xué)習(xí)興趣、技能水平和身體素質(zhì)水平驗(yàn)證高校公共體育課實(shí)施翻轉(zhuǎn)課堂的效果;最后提出了高校公共體育課實(shí)施翻轉(zhuǎn)課堂的優(yōu)勢(shì)、面臨的問(wèn)題,并給出了相關(guān)建議。通過(guò)教學(xué)實(shí)驗(yàn)得出以下結(jié)果,實(shí)驗(yàn)班學(xué)習(xí)興趣比對(duì)照班要高,實(shí)驗(yàn)班技能水平比對(duì)照班也有一定提高。研究得出以下結(jié)論:1、通過(guò)對(duì)信息技術(shù)與教育的融合、我國(guó)教育發(fā)展的需要以及傳統(tǒng)體育教學(xué)面臨的挑戰(zhàn)三方面分析,認(rèn)為高校公共體育課實(shí)施翻轉(zhuǎn)課堂十分有必要;2、普通高校公共體育課實(shí)施體育翻轉(zhuǎn)課堂符合大學(xué)生發(fā)展特征、與大學(xué)培養(yǎng)獨(dú)立思考與解決問(wèn)題的教育思想的契合并且有新技術(shù)的支持,因此,實(shí)施翻轉(zhuǎn)切實(shí)可行;3、通過(guò)14周教學(xué)實(shí)驗(yàn),實(shí)驗(yàn)班學(xué)生比對(duì)照班學(xué)習(xí)興趣明顯提升、運(yùn)動(dòng)技能也有所提高,翻轉(zhuǎn)課堂相比傳統(tǒng)課堂表現(xiàn)出更好的教學(xué)效果。4、高校公共體育課實(shí)施翻轉(zhuǎn)課堂的優(yōu)勢(shì)在于:滿足學(xué)生個(gè)性化學(xué)習(xí)的需求、打破學(xué)習(xí)的時(shí)間和空間限制、保證后進(jìn)生跟上教學(xué)進(jìn)度、實(shí)現(xiàn)更合理的課堂安排。5、在高校公共體育課實(shí)施翻轉(zhuǎn)課堂過(guò)程中還存在學(xué)生自主學(xué)習(xí)能力不足,師生課后反思不足以及教師能力和素養(yǎng)有待進(jìn)一步提高的問(wèn)題;6、將翻轉(zhuǎn)課堂引入高校公共體育課應(yīng)注意培養(yǎng)學(xué)生自學(xué)興趣、傳授自學(xué)方法、課后及時(shí)跟進(jìn)督促學(xué)生完成課后反思、利用身邊現(xiàn)有資源提升教師自身能力與素養(yǎng)。
[Abstract]:This study takes the flipping class of public physical education in colleges and universities as the research object, and takes the basketball elective class of the Central North College of Nanjing normal University as the experimental object to carry on the experiment research to the university public physical education class implementation flipping class, in order to prove, Whether the flipping classroom can stimulate the students' interest, improve their skill level and enhance their physical quality, the research mainly used the literature method, the case analysis method, the questionnaire survey method, the research mainly uses the literature material method, the case analysis method, the questionnaire investigation method, First of all, the background, significance, core concepts, theoretical basis and the current research situation of the physical education flipping classroom in colleges and universities are briefly summarized. Then it analyzes the necessity and feasibility of implementing flipping classroom in public physical education in colleges and universities. Then it sums up the experience of the implementation of flipping classroom through case study and takes the Central North College of Nanjing normal University as the experimental object. Through 14 weeks' teaching experiment, the author verifies the effect of implementing flipping class in college public physical education class by comparing the interest, skill level and physical quality level of physical education between control class and experimental class, and finally puts forward the advantages of implementing flipping class in public physical education class in colleges and universities. Through the teaching experiment, the following results are obtained: the interest of the experimental class is higher than that of the control class. The skill level of the experimental class is also higher than that of the control class. The following conclusions are drawn: 1. Through the integration of information technology and education, the needs of the development of education in China and the challenges that traditional physical education is facing, The author thinks that it is necessary to carry out flipping class in public physical education in colleges and universities, and the practice of flipping physical education in general colleges and universities conforms to the characteristics of college students' development. It fits with the educational thought of independent thinking and problem-solving in university and has the support of new technology. Therefore, it is feasible and feasible to carry out the reverse experiment. Through 14 weeks' teaching experiment, the interest of the students in the experimental class is obviously increased than that in the control class. Sports skills have also been improved, flipping classroom than the traditional classroom shows a better teaching effect. The advantages of implementing flipping classroom in public physical education in colleges and universities lie in: meeting the needs of students' individualized learning, breaking the time and space limit of learning. To ensure that the backward students keep up with the teaching progress, to achieve a more reasonable classroom arrangement. 5. In the process of implementing the flipping class of public physical education in colleges and universities, there is also a lack of students' autonomous learning ability. The problems of teachers and students' reflection deficiency after class and teachers' ability and accomplishment need to be further improved. In order to introduce the flipped classroom into public physical education in colleges and universities, attention should be paid to cultivating students' interest in self-study and teaching self-learning methods. Timely follow-up after class urge students to complete after-school reflection, using the existing resources around to enhance teachers' own ability and literacy.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G807.4;G434

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