本文關(guān)鍵詞： 排球 正面扣球 教學(xué)設(shè)計(jì) 實(shí)驗(yàn)研究　出處：《河南大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來(lái),隨著教學(xué)改革的不斷深入,我國(guó)高等院校及中、小學(xué)排球運(yùn)動(dòng)的開展進(jìn)入熱潮�！度珖�(guó)普通高等學(xué)校體育教育本科專業(yè)課程方案》的出臺(tái),明確指出將排球運(yùn)動(dòng)定為必修課程,此《方案》的提出,對(duì)排球教學(xué)工作又有了更高的要求。排球運(yùn)動(dòng)是一項(xiàng)技術(shù)難度較大,對(duì)習(xí)練者要求相對(duì)較高的運(yùn)動(dòng),其中正面扣球技術(shù)又是普修課程學(xué)習(xí)的重點(diǎn)內(nèi)容,進(jìn)而如何提高排球技能,教學(xué)中教師應(yīng)采用什么樣的教學(xué)方法,是廣大教育工作者必要考慮的問題。本研究針對(duì)排球正面扣球技術(shù)設(shè)計(jì)了三種不同的教學(xué)方法,驗(yàn)證其在排球正面扣球技術(shù)教學(xué)中的效果,為排球扣球技術(shù)教學(xué)提供指導(dǎo)和參考意見。本文通過文獻(xiàn)資料法、專家訪談法、教學(xué)實(shí)驗(yàn)法、數(shù)理統(tǒng)計(jì)法、邏輯分析法等方法,對(duì)排球正面扣球技術(shù)的特點(diǎn)設(shè)計(jì)了三種不同的教學(xué)方法,針對(duì)教學(xué)方法的理論依據(jù)、教學(xué)過程、教學(xué)評(píng)價(jià)、操作程序進(jìn)行深入研究,并對(duì)招募零基礎(chǔ)的學(xué)生進(jìn)行正面扣球的教學(xué)實(shí)驗(yàn),探析三種教學(xué)方法對(duì)學(xué)生扣球技術(shù)的影響,進(jìn)一步論證實(shí)驗(yàn)假設(shè)的合理性。研究結(jié)果有以下幾點(diǎn):(一)通過對(duì)教學(xué)實(shí)驗(yàn)的分析證明,在正面扣球技術(shù)的教學(xué)中,運(yùn)用第三條“教學(xué)鏈”(完整教學(xué)法)有利于提高學(xué)生對(duì)排球正面扣球技術(shù)的掌握,其教學(xué)效果優(yōu)于第一條“教學(xué)鏈”(分解教學(xué)法)和第二條“教學(xué)鏈”(逆向教學(xué)法),由此得知,第三條“教學(xué)鏈”(完整教學(xué)法)適用于排球扣球的技能教學(xué),并且第三條“教學(xué)鏈”(完整教學(xué)法)能夠讓學(xué)生盡快模仿和體會(huì)到完整的扣球技術(shù),快速參與到扣球的“網(wǎng)上”練習(xí),有利于發(fā)揮學(xué)生學(xué)習(xí)的積極性和主動(dòng)性,感受到成功運(yùn)用技術(shù)帶來(lái)的喜悅,提高自信心。(二)扣球各個(gè)技術(shù)動(dòng)作環(huán)節(jié)銜接緊密,形成整體,第三條“教學(xué)鏈”(完整教學(xué)法)能夠強(qiáng)化學(xué)生頭腦中的正確技術(shù)動(dòng)作概念及影像,有利于學(xué)生建立完整扣球動(dòng)作的技術(shù)概念,保證扣球技術(shù)的連貫性,有利于動(dòng)作技能的形成,強(qiáng)調(diào)扣球的完整技術(shù)動(dòng)作。在教學(xué)過程中,采用“完整教學(xué)法”進(jìn)行教學(xué)才能夠抓住整個(gè)扣球技術(shù)動(dòng)作過程,避免技術(shù)動(dòng)作脫節(jié)。(三)第一條“教學(xué)鏈”(分解教學(xué)法)對(duì)于學(xué)生掌握重點(diǎn)技術(shù)環(huán)節(jié)有較好的作用,但是因長(zhǎng)時(shí)間的基礎(chǔ)練習(xí),學(xué)生會(huì)感覺到枯燥、降低學(xué)習(xí)興趣,從而產(chǎn)生抵觸的心理,導(dǎo)致在扣球中技術(shù)動(dòng)作不連貫,容易產(chǎn)生動(dòng)作脫節(jié)的現(xiàn)象,引起技術(shù)動(dòng)作變形。(四)第二條“教學(xué)鏈”(逆向教學(xué)法)能夠使學(xué)生快速感受到完整的扣快球技術(shù),嘗試到扣球的“快感”,但是,因長(zhǎng)時(shí)間的進(jìn)行扣快球練習(xí),導(dǎo)致學(xué)生對(duì)四號(hào)位扣球的助跑時(shí)機(jī)、起跳位置和擊球點(diǎn)高度有所欠缺,因此,“逆向教學(xué)法”對(duì)學(xué)生提高扣球的興趣有積極作用;對(duì)四號(hào)位扣球技術(shù)上的提高并不顯著。
[Abstract]:In recent years, with the deepening of teaching reform, the development of volleyball in colleges and universities and middle and primary schools in China has entered an upsurge. It is pointed out clearly that volleyball is a compulsory course, and the proposal of "plan" has higher requirements for volleyball teaching work. Volleyball is a sport with relatively high technical difficulty and relatively high requirements for practitioners. Among them, the positive spiking technique is the key content of the general course study, and then how to improve the volleyball skills and what teaching methods should be adopted by the teachers in the teaching. This study designed three different teaching methods for volleyball frontal spiking technique to verify its effect in volleyball frontal spiking technique teaching. Through the methods of literature, expert interview, teaching experiment, mathematical statistics, logic analysis and so on, this paper provides guidance and reference for volleyball spiking technique teaching. In this paper, three different teaching methods are designed for the characteristics of volleyball frontal spiking technique. The theoretical basis, teaching process, teaching evaluation and operation procedure of the teaching method are studied in depth. In addition, the teaching experiment of head-on spiking is carried out on the students who recruit students with zero basis, and the influence of three teaching methods on the smashing technique of students is analyzed. Further demonstrate the rationality of the experimental hypothesis. The results of the study are as follows: (1) through the analysis of the teaching experiment, it is proved that in the teaching of frontal spiking technique, The application of the third "teaching chain" (complete teaching method) is helpful to improve the students' mastery of volleyball frontal spiking technique, and its teaching effect is better than the first "teaching chain" (decomposition method) and the second "teaching chain" (reverse teaching method). Article 3 the "teaching chain" (complete teaching method) is applicable to the teaching of volleyball spiking skills, and the third "teaching chain" (complete teaching method) can enable students to imitate and understand the complete spiking technique as soon as possible, The quick participation in the "online" practice of spiking is conducive to giving full play to the students' enthusiasm and initiative in learning, feeling the joy brought by the successful use of technology, and enhancing their self-confidence. (2) the various technical action links of the spiking are closely connected to form a whole. Article 3 the "teaching chain" (complete teaching method) can strengthen the correct technical action concepts and images in the students' minds, help students to establish the technical concepts of the complete spiking movements, ensure the continuity of the spiking techniques, and facilitate the formation of the action skills. Emphasizing the complete technical action of spiking. In the process of teaching, only by using "complete teaching method" can we grasp the whole process of spiking technique. Avoid the disconnect of technical action. (3) the first "teaching chain" (decomposing teaching method) has a good effect on students' mastery of key technical links, but because of long time of basic practice, students will feel dull and reduce their interest in learning. As a result, there is a psychological conflict, which leads to the discontinuity of technical actions in spiking, which easily leads to the phenomenon of movement disjointing. (4) the second "teaching chain" (reverse teaching method) can make students feel the complete fastball technique quickly and try to get the "pleasure" of spiking. However, because of the long time of fastball practice, Therefore, the reverse teaching method has a positive effect on the students' interest in spiking, while the technical improvement of the fourth position is not obvious. The result shows that the students have a lack of the run-up time, the take-off position and the height of the batting point, so the reverse teaching method has a positive effect on the students' interest in spiking, while the technical improvement on the fourth position is not obvious.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G842-4

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