發(fā)布時間：2018-07-05 04:00

  本文選題：普通高校 + 健美操翻轉(zhuǎn)課堂��； 參考：《沈陽體育學(xué)院》2017年碩士論文

【摘要】：信息技術(shù)的發(fā)展為教育的變革注入新的動力,同時也對傳統(tǒng)教學(xué)模式提出了新的挑戰(zhàn)。近年來,翻轉(zhuǎn)課堂作為教育信息化的延伸飛速發(fā)展,學(xué)術(shù)關(guān)注度逐年增加。目前,我國高校翻轉(zhuǎn)課堂已經(jīng)滲透至許多學(xué)科領(lǐng)域,體育教學(xué)及健美操教學(xué)應(yīng)順應(yīng)時代的發(fā)展,優(yōu)化體育教學(xué)模式。開拓創(chuàng)新意識,形成多渠道的教學(xué)格局。本文通過實驗法進(jìn)行驗證翻轉(zhuǎn)課堂教學(xué)模式在健美操課程中的應(yīng)用前景,探究其在高校健美操課程中應(yīng)用的策略與技巧,討論其在健美操課程背景下的有效性,評價其對學(xué)生學(xué)習(xí)過程潛在的好處,以期改進(jìn)高校健美操教學(xué)現(xiàn)狀,為健美操翻轉(zhuǎn)課堂在普通高校的開展提供實踐依據(jù)。本文在論述了普通高校健美操教學(xué)現(xiàn)狀及國內(nèi)外有關(guān)翻轉(zhuǎn)課堂教學(xué)模式的理論與實踐研究的基礎(chǔ)上,依據(jù)學(xué)生類型及課程特點(diǎn),提出并設(shè)計了普通高校翻轉(zhuǎn)課堂教學(xué)模式結(jié)構(gòu)圖,并以微信作為移動學(xué)習(xí)工具,對沈陽建筑大學(xué)健美操必修課女生班進(jìn)行為期4個月的教學(xué)實驗。具體研究方法包括文獻(xiàn)資料法、問卷調(diào)查法、實驗法、數(shù)理統(tǒng)計法。通過調(diào)查反饋的數(shù)據(jù)進(jìn)行分析驗證,得出結(jié)論:健美操翻轉(zhuǎn)課堂教學(xué)模式在提高學(xué)生基本身體素質(zhì),健美操成績,自主學(xué)習(xí)能力,合作學(xué)習(xí)能力方面具有顯著效果。學(xué)生對于此模式的教學(xué)風(fēng)格、授課方式滿意度較高,并對健美操課充滿期待。通過本文的應(yīng)用研究發(fā)現(xiàn),教學(xué)資源的制作及教學(xué)策略的實施是健美操翻轉(zhuǎn)課堂取得獲得成功的前提和保障。教師在課前、課中、課后三個階段的學(xué)習(xí)時間安排及教學(xué)方法的運(yùn)用有助于學(xué)生在短時間內(nèi)有效掌握健美操動作技能及創(chuàng)編技能,延長了課上與課下的體育鍛煉時間,促進(jìn)身心健康發(fā)展,增強(qiáng)了學(xué)生學(xué)習(xí)的主動性和趣味性。另外,課上階段學(xué)習(xí)小組分工協(xié)作、成果展示、互相評價,這一面向過程,引導(dǎo)探究的學(xué)習(xí),可以充分發(fā)揮學(xué)生的能力同時可以發(fā)掘?qū)W生的潛能。使學(xué)生在一種平等、和諧、有序的氛圍下完成知識的建構(gòu)過程,增強(qiáng)學(xué)生的自信心,體驗到成功感。課后階段的練習(xí)及反饋可以強(qiáng)化記憶,保證教學(xué)的效率和質(zhì)量。由于師生角色的轉(zhuǎn)換,教師的主導(dǎo)性在健美操翻轉(zhuǎn)課堂教學(xué)模式中起到至關(guān)重要的作用,這對教師的信息素養(yǎng)與綜合能力也提出了新的挑戰(zhàn)。由于高校健美操翻轉(zhuǎn)課堂的應(yīng)用研究剛剛起步,在普通高校推廣還需做更多的研究和實踐,對于教學(xué)資源設(shè)計及移動學(xué)習(xí)平臺的運(yùn)用還需在日后的研究中不斷的擴(kuò)充與完善。
[Abstract]:The development of information technology injects new impetus into the reform of education, at the same time, it puts forward a new challenge to the traditional teaching mode. In recent years, flipping classroom as an extension of educational informatization is developing rapidly, and academic attention is increasing year by year. At present, the flipping classroom in colleges and universities in our country has penetrated into many subject fields. The teaching of physical education and aerobics should conform to the development of the times and optimize the teaching mode of physical education. Open up innovative consciousness and form a multi-channel teaching pattern. This paper verifies the application prospect of flipping classroom teaching mode in aerobics course through experiment, probes into its tactics and skills applied in college aerobics course, and discusses its effectiveness under the background of aerobics course. In order to improve the present situation of aerobics teaching in colleges and universities, it can provide practical basis for the development of aerobics flipping class in ordinary colleges and universities. On the basis of discussing the present situation of aerobics teaching in colleges and universities and the theoretical and practical research on the flipping classroom teaching mode at home and abroad, this paper bases on the students' types and the characteristics of the courses. This paper puts forward and designs the structure chart of flipping classroom teaching mode in ordinary colleges and universities, and takes WeChat as a mobile learning tool to carry out a four-month teaching experiment on the female class of aerobics compulsory course in Shenyang Construction University. The specific research methods include literature, questionnaire, experiment and mathematical statistics. Through the analysis and verification of the data from the investigation and feedback, it is concluded that the flipping classroom teaching mode of aerobics has remarkable effect in improving students' basic physical quality, aerobics achievement, autonomous learning ability and cooperative learning ability. Students are satisfied with the teaching style and teaching style, and expect aerobics lessons. Through the application research in this paper, it is found that the making of teaching resources and the implementation of teaching strategies are the prerequisite and guarantee for the success of aerobics flipping class. The arrangement of learning time and the application of teaching methods in the three stages before class, in class and after class are helpful for students to effectively master aerobics movement skills and creative skills in a short time, thus prolonging the time of physical exercise both in and out of class. Promote the development of physical and mental health, enhance students' initiative and interest in learning. In addition, at the stage of class, the study groups work and cooperate, show the results, evaluate each other, this side of the process, guide inquiry learning, can give full play to the ability of students and can explore the potential of students. In an equal, harmonious and orderly atmosphere, students can complete the process of knowledge construction, enhance their self-confidence and experience the sense of success. After-class practice and feedback can strengthen memory and ensure teaching efficiency and quality. Due to the change of teachers and students' roles, the leading role of teachers plays a vital role in flipping the classroom teaching mode of aerobics, which also poses a new challenge to teachers' information literacy and comprehensive ability. As the applied research of calisthenics flipping classroom in colleges and universities has just started, more research and practice should be done to popularize it in colleges and universities, and the design of teaching resources and the application of mobile learning platform need to be expanded and perfected in the future research.
【學(xué)位授予單位】：沈陽體育學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G831.3-4;G434

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