本文選題：翻轉(zhuǎn)課堂 + 背越式跳高��； 參考：《廣州體育學(xué)院》2017年碩士論文

【摘要】：科學(xué)技術(shù)的發(fā)展促進(jìn)著社會(huì)的進(jìn)步,在教育領(lǐng)域由先進(jìn)科學(xué)技術(shù)引導(dǎo)的新型教育教學(xué)理念逐漸走進(jìn)人們的視線。在高校田徑教學(xué)實(shí)踐中,特別是在騰空、翻轉(zhuǎn)等高難度動(dòng)作的學(xué)習(xí)過程中,如何能更好的讓學(xué)生掌握這些技術(shù)動(dòng)作,一直是體育教師研究的重點(diǎn)。因此在背越式跳高教學(xué)中引入翻轉(zhuǎn)課堂教學(xué)模式目的在于解決由于技術(shù)動(dòng)作復(fù)雜,學(xué)習(xí)起來較困難的問題,幫助學(xué)生快速建立動(dòng)作表象,在有限的課時(shí)中更好的完成學(xué)習(xí)任務(wù),提高學(xué)生的技術(shù)動(dòng)作規(guī)范性,提高學(xué)習(xí)的質(zhì)量和效果。同時(shí)也為優(yōu)化田徑教學(xué)課堂結(jié)構(gòu),提高學(xué)生學(xué)習(xí)的興趣,為田徑教學(xué)模式的創(chuàng)新與改革提供一些可能的思路。本研究采用實(shí)驗(yàn)對(duì)比的形式,在結(jié)合國(guó)內(nèi)外翻轉(zhuǎn)課堂研究的基礎(chǔ)上,將翻轉(zhuǎn)課堂應(yīng)用于體育院校田徑普修課的背越式跳高教學(xué)實(shí)踐中,創(chuàng)新高校體育教學(xué)模式。采取的方法主要有文獻(xiàn)資料法、專家訪談法、問卷調(diào)查法、實(shí)驗(yàn)法和數(shù)理統(tǒng)計(jì)法。參與實(shí)驗(yàn)的對(duì)象均為背越式跳高初學(xué)者,主要教學(xué)目標(biāo)是在規(guī)定的教學(xué)時(shí)間內(nèi),教會(huì)零基礎(chǔ)的背越式跳高學(xué)習(xí)者,且能夠熟練的完成技術(shù)動(dòng)作,并能夠進(jìn)行教學(xué)示范。實(shí)驗(yàn)過程中采用的不同教學(xué)模式,導(dǎo)致兩班教學(xué)進(jìn)度,教學(xué)形式,課堂師生角色與任務(wù)都發(fā)生了變化。在教學(xué)實(shí)驗(yàn)完成后,將實(shí)驗(yàn)班和對(duì)照班的學(xué)習(xí)成績(jī)和學(xué)習(xí)中的總體表現(xiàn)情況進(jìn)行評(píng)估對(duì)比后發(fā)現(xiàn),兩種教學(xué)模式下的背越式跳高成績(jī)并無明顯的差異、但實(shí)驗(yàn)班技術(shù)動(dòng)作的質(zhì)量和學(xué)習(xí)表現(xiàn)情況明顯高于對(duì)照班,因此得出結(jié)論如下:一、背越式跳高教學(xué)中,由于翻轉(zhuǎn)課堂教學(xué)模式搭建了師生共同交流的平臺(tái),較傳統(tǒng)教學(xué)模式更易建立師生學(xué)習(xí)的共同體,更方便師生之間的交流學(xué)習(xí)。學(xué)生之間合作探究和課后自學(xué)的能力都有所增加,優(yōu)化了教學(xué)過程,提高了教學(xué)效率。二、背越式跳高學(xué)習(xí)過程中,翻轉(zhuǎn)課堂教學(xué)模式教師提供的教學(xué)資源有利于學(xué)生在短時(shí)間內(nèi)建立動(dòng)作技術(shù)的表象,更好的掌握技術(shù)動(dòng)作,并且小組合作探究的學(xué)習(xí)方式幫助學(xué)生更快的學(xué)習(xí),發(fā)掘自身潛能,從而提高教師教學(xué)的質(zhì)量。三、兩種教學(xué)模式從教學(xué)結(jié)果來說,對(duì)提高學(xué)生身體素質(zhì)方面,兩種教學(xué)模式同樣具有效果,實(shí)驗(yàn)班在提高縱跳能力上略高。達(dá)標(biāo)成績(jī)方面翻轉(zhuǎn)課堂教學(xué)模式略高于傳統(tǒng)教學(xué)模式,學(xué)生技術(shù)動(dòng)作形成質(zhì)量上,翻轉(zhuǎn)課堂教學(xué)模式優(yōu)于傳統(tǒng)教學(xué)模式。翻轉(zhuǎn)課堂背越式跳高的短時(shí)間教學(xué)應(yīng)用中技評(píng)成績(jī)要好于達(dá)標(biāo)成績(jī)。四、翻轉(zhuǎn)課堂教學(xué)模式與傳統(tǒng)教學(xué)從教學(xué)效果來說,兩種教學(xué)模式都具有較高的認(rèn)同感,翻轉(zhuǎn)課堂教學(xué)模式的課前準(zhǔn)備與課堂學(xué)習(xí)環(huán)境優(yōu)于傳統(tǒng)教學(xué)模式,在課堂結(jié)構(gòu)優(yōu)化和學(xué)生學(xué)習(xí)質(zhì)量提高方面優(yōu)于傳統(tǒng)教學(xué)模式。
[Abstract]:The development of science and technology promotes the progress of society, and the new educational and teaching concept guided by advanced science and technology in the field of education is gradually coming into the sight of people. In the teaching practice of track and field in colleges and universities, especially in the learning process of high-difficulty movements such as vacationing and flipping, how to better let students master these technical movements has always been the focus of physical education teachers' research. Therefore, the purpose of introducing the flipping classroom teaching mode in the back jump teaching is to solve the problem that the technical action is complicated and it is difficult to learn, to help the students to set up the movement appearance quickly, and to complete the study task better in the limited class time. Improve the standard of technical action of students, improve the quality and effect of learning. At the same time, it can also optimize the classroom structure of track and field teaching, improve students' interest in learning, and provide some possible ideas for the innovation and reform of track and field teaching mode. This research adopts the form of experiment contrast, on the basis of combining the domestic and foreign flipping classroom research, the flipping classroom is applied to the practice of back-Vietnamese high jump teaching in track and field general course of physical education colleges and universities, and the teaching mode of physical education in colleges and universities is innovated. The methods adopted include literature, expert interview, questionnaire, experiment and mathematical statistics. Participants in the experiment are all beginners in the back jump. The main teaching goal is to teach the zero-base back-Vietnamese high jump learners in the prescribed teaching time, and be able to complete the technical movements skillfully, and be able to carry out teaching demonstration. The different teaching modes used in the experiment result in the change of the teaching progress, the teaching form, the roles and tasks of the teachers and students in the two classes. After the completion of the teaching experiment, it is found that there is no obvious difference in the scores of the back jump between the experimental class and the control class after the evaluation and comparison of the overall performance of the experimental class and the control class. But the quality and learning performance of the experimental class is obviously higher than that of the control class, so the conclusions are as follows: first, in the back jump teaching, because the flipping classroom teaching mode has built a platform for the teachers and students to communicate with each other, Compared with the traditional teaching mode, it is easier to establish the community of learning between teachers and students, and to facilitate the exchange of learning between teachers and students. The students' ability of cooperative inquiry and self-study after class has been increased, the teaching process has been optimized and the teaching efficiency has been improved. Second, in the learning process of the back jump, the teaching resources provided by the teacher in the flipping classroom teaching mode are conducive to the students to establish the appearance of the action technology in a short time, and to master the technical action better. And group cooperative inquiry learning helps students learn faster, explore their potential, and improve the quality of teachers' teaching. Third, the two teaching models have the same effect on improving the students' physical quality from the teaching results, and the experimental class is slightly higher in improving the ability of vertical jump. The flipped classroom teaching mode is slightly higher than the traditional teaching mode in terms of the standard of achievement, the quality of students' technical action is formed, and the flipping classroom teaching mode is superior to the traditional teaching mode. In the short-time teaching application of flip-over-style high jump, the result of technical evaluation is better than the result of meeting the standard. Fourth, the flipping classroom teaching mode and the traditional teaching mode have a higher identity with each other in terms of teaching effect, the pre-class preparation and classroom learning environment of the flipping classroom teaching model are superior to the traditional teaching model. It is superior to the traditional teaching mode in the optimization of classroom structure and the improvement of students' learning quality.
【學(xué)位授予單位】：廣州體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G823.1-4;G434

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