【摘要】：隨著新課程改革的深入,新的教學模式不斷提出,沖擊了一線教師的傳統(tǒng)教育理念,作為一名教師的義務和責任是要學生更快、更好的掌握知識和技能。翻轉教學模式是通過教材和課件上傳以在線學習的形式,把知識傳授環(huán)節(jié)放到課前把知識吸收環(huán)節(jié)放到課內,通過教師輔助師生角色的顛倒進行教學實踐,有其獨特的教學順序。為了提高中學《體育與健康》排球課程技術教學效果和學生學習效率的提高,本研究以河南省鄭州市第四十七中學高中《體育與健康》排球選修課的學生為研究對象,對翻轉教學模式進行了教學實驗研究。將翻轉教學模式運用到中學《體育與健康》排球課程的正面雙手傳球教學中,對翻轉教學過程進行監(jiān)控,對教學實驗得到數(shù)據(jù)進行分析,以檢驗翻轉教學的效果。探討了翻轉教學模式對排球傳球技術中學生自主學習能力、參與教學能力、理論聯(lián)系實踐能力以及排球運動學習興趣的影響,通過訪談和實驗對得到數(shù)據(jù)進行分析從中發(fā)現(xiàn)問題,進而得到結論并提出了可行性的建議。研究主要得出以下結論:1.翻轉教學模式排球正面雙手傳球的應用在教學效果要優(yōu)于傳統(tǒng)教學模式,教學過程利于控制,課堂練習的強度和密度大于傳統(tǒng)教學模式,學生理論知識能力的獲得也優(yōu)于傳統(tǒng)教學模式,可以更好地為教學服務。2.翻轉教學模式中的教師相對獨立于群組之外,形成教師較為客觀審視課堂的狀態(tài),通過學生自主學習、小組內的活動、組與組之間的互動等一系列的學習過程,提高了學生的學習效率。3.翻轉教學模式是教師輔助創(chuàng)設學生自己的課堂,讓學生成為課堂的主人掌握主動權,提高了學習的積極性。4.翻轉教學模式提高了學生的合作意識和競爭意識,加強了組組、生生、師生之間的溝通交流,形成每個人都勇于表達、表現(xiàn)自我,不愿落人之后的課堂氛圍,學生合作和競爭的意識逐步增強。
[Abstract]:With the deepening of the new curriculum reform, the new teaching mode has been put forward constantly, which has impacted the traditional education idea of the first-line teachers. As a teacher, the duty and responsibility is to make the students master knowledge and skills more quickly and better. The mode of flipping teaching is to put the link of knowledge imparting into the class before class by uploading the teaching material and courseware in the form of online learning, and carrying on the teaching practice through the reversal of teachers' and students' roles. There is a unique order of teaching. In order to improve the technical teaching effect and the students' learning efficiency of volleyball course in middle school, this study took the students of "physical Education and Health" Volleyball elective course of No. 47 Middle School in Zhengzhou City, Henan Province as the research object. In this paper, an experimental study on the flipping teaching model is carried out. The flipping teaching mode was applied to the teaching of "physical Education and Health" volleyball in middle school. The process of flipping teaching was monitored, and the data obtained from the teaching experiment were analyzed to test the effect of flipping teaching. This paper discusses the effects of flipping teaching mode on students' ability to learn independently, to participate in teaching, to combine theory with practice and to study interest in volleyball. Through the analysis of the data obtained by interviews and experiments, the problems are found, and then the conclusions are drawn and the feasible suggestions are put forward. The main conclusions of the study are as follows: 1. The application of forehand ball in volleyball teaching mode is superior to the traditional teaching mode, the teaching process is favorable to control, and the intensity and density of classroom exercises are higher than the traditional teaching mode. The acquisition of students' theoretical knowledge ability is better than the traditional teaching mode, which can better serve the teaching. 2. The teachers in the flipping teaching mode are relatively independent of the group, forming a series of learning processes such as teachers' objective examination of the classroom state, the students' autonomous learning, the activities within the group, the interaction between the groups, and so on. Improved the students' learning efficiency. The flipping teaching mode is that teachers help to create students' own classroom, let students become the master of the classroom and master the initiative, and improve the enthusiasm of learning. The flipping teaching mode enhances the students' sense of cooperation and competition, strengthens the communication and communication between the students, students and teachers and students, and forms a classroom atmosphere in which everyone has the courage to express themselves, express himself, and do not want to be left behind. Students' awareness of cooperation and competition has gradually increased.
【學位授予單位】：北京體育大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G633.96

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