本文選題：“拋錨式”教學(xué) + 視頻��； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：健美操運(yùn)動(dòng)自進(jìn)入高校以來(lái),因其明快的節(jié)奏、歡樂(lè)的氛圍和豐富的內(nèi)容等特點(diǎn),成為深受大學(xué)生喜愛(ài)的一門課程,如今為配合健美操發(fā)展趨勢(shì)和課改要求,在常規(guī)的教學(xué)模式中尋求突破勢(shì)在必行。本文在常規(guī)教學(xué)模式的基礎(chǔ)上,結(jié)合常規(guī)教學(xué)模式的優(yōu)勢(shì)特點(diǎn),從安德森的動(dòng)作技能形成階段:即認(rèn)知階段、聯(lián)系形成階段、自動(dòng)化階段出發(fā),將視頻作為教學(xué)中的媒介,與“拋錨式”教學(xué)中的“錨”相結(jié)合,對(duì)視頻在整個(gè)技能形成階段中如何應(yīng)用進(jìn)行分析;根據(jù)實(shí)驗(yàn),對(duì)以視頻為媒介的“拋錨式”教學(xué)在健美操中的應(yīng)用:應(yīng)用時(shí)應(yīng)具備哪些條件;教學(xué)中“錨”應(yīng)該如何拋;視頻與“錨”應(yīng)該怎樣結(jié)合;視頻的加入時(shí)機(jī)又該如何把握等方面進(jìn)行深入探究。最后,經(jīng)過(guò)理論分析與實(shí)驗(yàn)研究相結(jié)合得出以下結(jié)論:1)以視頻為媒介的“拋錨式”教學(xué)在健美操教學(xué)中應(yīng)用過(guò)程中,視頻內(nèi)容的選擇應(yīng)遵循針對(duì)性原則、適度原則、聯(lián)系性原則。2)根據(jù)安德森動(dòng)作技能形成理論進(jìn)行分析,發(fā)現(xiàn)在動(dòng)作技能形成的聯(lián)系形成階段(糾錯(cuò)),視頻應(yīng)用的加入時(shí)機(jī)對(duì)學(xué)生的糾錯(cuò)效果具有一定的影響,其中常規(guī)教學(xué)模式在學(xué)生的糾錯(cuò)效果方面下要優(yōu)于以視頻為媒介的“拋錨式”教學(xué),說(shuō)明常規(guī)教學(xué)模式教師親自指導(dǎo)糾錯(cuò)對(duì)學(xué)生來(lái)說(shuō)更加直觀有效。3)以視頻為媒介的“拋錨式”教學(xué)在健美操教學(xué)中應(yīng)用時(shí),為了給“錨”的實(shí)施和學(xué)生的學(xué)習(xí)創(chuàng)造更好地條件,根據(jù)教學(xué)設(shè)計(jì)要求,除了擁有課堂常規(guī)設(shè)施(場(chǎng)地、音響設(shè)備)外,還應(yīng)充分利用影碟和多媒體計(jì)算機(jī)等硬件設(shè)施,達(dá)到硬件設(shè)施完善化。4)以視頻為媒介的“拋錨式”教學(xué)在健美操教學(xué)應(yīng)用過(guò)程中,教學(xué)內(nèi)容的選擇要求從學(xué)生實(shí)際出發(fā),充分考慮學(xué)生的認(rèn)知水平與技術(shù)水平,內(nèi)容選擇符合學(xué)生發(fā)展需求。5)以視頻為媒介的“拋錨式”教學(xué)在健美操教學(xué)應(yīng)用過(guò)程中,教師應(yīng)具備掌握拋“錨”時(shí)機(jī)和視頻的加入時(shí)機(jī),同時(shí)在動(dòng)作技術(shù)與音樂(lè)素養(yǎng)方面具備專業(yè)水準(zhǔn)。6)以視頻為媒介的“拋錨式”教學(xué)在健美操教學(xué)應(yīng)用過(guò)程中,教學(xué)對(duì)象應(yīng)為11歲以上的學(xué)生,保證學(xué)生在學(xué)習(xí)中的學(xué)習(xí)狀態(tài)、學(xué)習(xí)思維與教學(xué)設(shè)計(jì)、教學(xué)內(nèi)容相對(duì)接。
[Abstract]:Since its entry into colleges and universities, aerobics has become a popular course for college students because of its bright rhythm, happy atmosphere and rich content. Now, in order to cooperate with the trend of aerobics development and the requirements of curriculum reform, It is imperative to seek a breakthrough in the conventional teaching mode. Based on the conventional teaching model and the advantages and characteristics of the conventional teaching model, this paper takes the video as the medium of teaching from Anderson's stage of action skill formation: cognitive stage, contact forming stage, automation stage, and so on. Combining with "anchor" in the "anchor" teaching, the paper analyzes how the video is applied in the whole skill formation stage, according to the experiment, The application of "anchor" teaching with video as the medium in aerobics: what conditions should be possessed in application, how to cast anchor in teaching, how to combine video with "anchor"; Video join the opportunity and how to grasp and other aspects of in-depth exploration. Finally, through the combination of theoretical analysis and experimental research, the following conclusions can be drawn: (1) in the course of application of video "anchor" teaching in aerobics teaching, the selection of video content should follow the principle of pertinence and the principle of moderation. According to Anderson's theory of motor skill formation, it is found that the time of adding video application has a certain influence on the students' error correction effect in the formation stage of motor skill formation (error-correction, video application). Among them, the conventional teaching mode is better than the "anchor" teaching with video as the medium in the aspect of students' error-correcting effect. It shows that teachers of conventional teaching mode are more direct and effective for students to direct and correct errors. 3) in order to create better conditions for the implementation of "anchor" and the study of students, the "anchor" teaching with video as the medium is applied in the teaching of aerobics, in order to create a better condition for the implementation of the "anchor" and the study of the students. According to the requirements of teaching design, in addition to having regular classroom facilities (venues, audio equipment), we should also make full use of hardware facilities such as video discs and multimedia computers. To achieve the completion of hardware facilities. 4) in the course of application of "anchor" teaching in aerobics teaching with video as the medium, the choice of teaching content should be based on the students' actual conditions and take full account of the students' cognitive level and technical level. Content selection meets the needs of students' development. 5) in the process of application of "anchor" teaching in aerobics teaching, teachers should have the opportunity to cast anchor and join the video. At the same time, there is a professional standard in action technology and music literacy. 6) in the process of application of "anchor" teaching in aerobics teaching, the teaching object should be students over the age of 11, so as to ensure the students' learning state in their study. Learning thinking and teaching design, teaching content docking.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G831.3-4

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