本文選題：學(xué)導(dǎo)式教學(xué)法 + 大學(xué)體育　； 參考：《延邊大學(xué)》2017年碩士論文

【摘要】：21世紀(jì)作為高速發(fā)展的人才時(shí)代,面對(duì)國(guó)內(nèi)外越來(lái)越激烈的競(jìng)爭(zhēng)與挑戰(zhàn),社會(huì)愈加需要身心全面發(fā)展、擁有創(chuàng)新思維、獨(dú)立學(xué)習(xí)能力的高素質(zhì)的人才,有球教學(xué)作為大學(xué)體育教育的重要組成部分,肩負(fù)著增進(jìn)大學(xué)生身心健康重要使命。然而目前排球教學(xué)仍貫穿著傳統(tǒng)的教學(xué)理念,它忽視學(xué)生認(rèn)識(shí)過(guò)程的客觀規(guī)律,將學(xué)生視為等待喂食的"鴨",一成不變的向?qū)W生灌輸、注入死板的理論知識(shí),課堂上反復(fù)著講授示范到練習(xí)糾正的固定循環(huán),束縛學(xué)生的自覺(jué)積極性,剝奪學(xué)生的民主性,導(dǎo)致教學(xué)效果的下降和教學(xué)目標(biāo)的失敗,不利于學(xué)生身心素質(zhì)的發(fā)展和自主學(xué)習(xí)能力的養(yǎng)成。為了培養(yǎng)符合社會(huì)要求的人才,改革落后的教學(xué)方法和轉(zhuǎn)變陳腐的教學(xué)思想成為了大學(xué)體育排球教學(xué)所面臨最迫切的需要。本研究主要采用的教學(xué)方法是教學(xué)實(shí)驗(yàn)法和問(wèn)卷調(diào)查法,同時(shí)也才采用了文獻(xiàn)資料法、數(shù)理統(tǒng)計(jì)法和教學(xué)實(shí)驗(yàn)法等方法對(duì)"學(xué)導(dǎo)式教學(xué)法在大學(xué)體育排球墊球教學(xué)中的應(yīng)用"進(jìn)行研究,確定了教學(xué)思想、教學(xué)步驟,教學(xué)目標(biāo),教學(xué)評(píng)價(jià)。通過(guò)"自學(xué)—解疑—精講—演練"的學(xué)導(dǎo)式教學(xué)步驟,將學(xué)導(dǎo)式教學(xué)法應(yīng)用于延邊大學(xué)大學(xué)體育排球選項(xiàng)課中,分析該教學(xué)模式對(duì)學(xué)生掌握排球墊球技術(shù)和排球?qū)W習(xí)興趣所產(chǎn)生的影響,具體分兩個(gè)方面:①在實(shí)驗(yàn)開(kāi)始前將學(xué)生按上課時(shí)間周四、周五分為實(shí)驗(yàn)組和對(duì)照組,通過(guò)測(cè)試了解學(xué)生的原有排球墊球技術(shù)和排球?qū)W習(xí)興趣,并驗(yàn)證兩組間的同質(zhì)性。②在教學(xué)實(shí)驗(yàn)過(guò)程中教師運(yùn)用學(xué)導(dǎo)式教學(xué)法對(duì)實(shí)驗(yàn)組進(jìn)行教學(xué),對(duì)照組則采用傳統(tǒng)教學(xué)法教學(xué),近一個(gè)學(xué)期的教學(xué)實(shí)驗(yàn)結(jié)束后再次對(duì)學(xué)生的墊球技術(shù)與學(xué)習(xí)興趣進(jìn)行測(cè)評(píng)。最后將實(shí)驗(yàn)組和對(duì)照組在實(shí)驗(yàn)前和實(shí)驗(yàn)后得到的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)、分析和比較,得出以下結(jié)論。1.學(xué)導(dǎo)式教學(xué)法提高了學(xué)生的排球墊球技術(shù),更優(yōu)秀的完成教學(xué)目標(biāo),提高教學(xué)效果。2.學(xué)導(dǎo)式教學(xué)法提高了學(xué)生的排球?qū)W習(xí)直接興趣,激發(fā)了內(nèi)在動(dòng)機(jī),學(xué)生對(duì)排球運(yùn)動(dòng)產(chǎn)生了喜愛(ài),為大學(xué)體育排球課營(yíng)造了良好的學(xué)習(xí)環(huán)境。3.學(xué)導(dǎo)式教學(xué)法提高了學(xué)生的排球?qū)W習(xí)間接興趣,使學(xué)生在課余時(shí)間自覺(jué)地投入到排球運(yùn)動(dòng)中,潛移默化的培養(yǎng)了學(xué)生的體育鍛煉意識(shí),更好的培養(yǎng)學(xué)生養(yǎng)成終身體育思想。
[Abstract]:In the 21st century, in the face of more and more fierce competition and challenges at home and abroad, the 21st century, as the era of high speed development, the society needs more and more high quality talents who have the ability to develop in an all-round way, have innovative thinking and learn independently. As an important part of college physical education, ball teaching shoulders the important mission of improving the physical and mental health of college students. However, volleyball teaching still runs through the traditional teaching idea at present. It ignores the objective law of the students' cognition process, regards the students as "ducks" waiting to be fed, infuses the students with rigid theoretical knowledge. In the classroom, a fixed cycle from demonstration to practice correction is repeatedly taught, which restrains students' conscious enthusiasm, deprives them of democracy, and results in the decline of teaching effect and the failure of teaching objectives. It is not conducive to the development of students' physical and mental quality and the cultivation of autonomous learning ability. In order to train talents who meet the needs of the society, reforming backward teaching methods and changing old teaching ideas has become the most urgent need of college sports volleyball teaching. The main teaching methods used in this study are teaching experiment and questionnaire survey, and the literature method has also been adopted at the same time. This paper studies the application of learning-guided teaching method in the teaching of volleyball cushion ball in college physical education by mathematical statistics and teaching experiment, and determines the teaching thought, teaching steps, teaching objectives and teaching evaluation. Through the teaching steps of "Self-study, doubt solving, intensive Lecture and exercise", the learning-guided teaching method is applied to the elective course of physical volleyball in Yanbian University. This paper analyzes the influence of this teaching mode on students' mastering volleyball cushion technique and learning interest in volleyball, and divides students into experimental group and control group according to the time of class on Thursday and Friday before the experiment. The students' original volleyball cushion technique and volleyball learning interest were studied by testing, and the homogeneity between the two groups was verified. 2. In the process of teaching experiment, the teachers used the learning-guided teaching method to teach the experimental group. In the control group, the traditional teaching method was used, and the students' cushion technique and learning interest were evaluated again after a semester's teaching experiment. Finally, the experimental group and the control group before and after the experimental data obtained statistics, analysis and comparison, draw the following conclusion. 1. Learning-guide teaching method improves students' volleyball cushion technique, completes teaching goal better, and improves teaching effect. Learning-guide teaching method improves students' direct interest in volleyball learning, arouses their intrinsic motivation, and creates a good learning environment for college sports volleyball course. The learning-guide teaching method improves the students' indirect interest in volleyball learning, makes the students consciously put into volleyball in their spare time, imperceptibly cultivates the students' consciousness of physical exercise and fosters the students' lifelong sports thought.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G842-4

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