【摘要】：為了探討適用于健美操普修課程中有效的教學方法,提高體育專業(yè)健美操普修課程的教學質量,將Seminar教學法應用于健美操普修課程中,開展Seminar教學實驗,討論分析Seminar教學法對學生體育學習能力、專項身體素質、健美操專業(yè)技能以及群體凝聚力等方面的影響。本文運用了文獻資料法、問卷調查法、教學實驗法等多種研究方法,對四川師范大學體育學院2014級社會體育專業(yè)學生進行教學實驗,通過16周32個學時的學習,采用T檢驗方法對問卷調查和實驗所獲得的數據進行處理和分析。通過教學實驗得出以下結論:1.實驗后,實驗組與對照組體育學習能力各維度總分有明顯的變化,其中學習過程自我調控能力方面,自我檢查結果因子存在顯著性差異(P0.05);在知識獲得與應用能力方面、問題解決能力方面、以及學習過程自我調控能力方面中自我激活能力因子、自我認識能力因子、自我練習控制能力因子、自制練習計劃能力因子,實驗組各維度分數均高于對照組各維度分數,且存在非常顯著性差異(P0.01),這與Seminar教學法的教學特點有關。2.實驗組實驗后體育學習能力各緯度總分與實驗前相比較有明顯的變化,其中問題解決能力方面有非常顯著性變化(P0.01)。說明Seminar教學法與健美操普修課程相結合,可以通過主題的設置,讓學生從不同的渠道收集相關知識,對問題有明顯的針對性,讓學生克服困難完成主題任務,對培養(yǎng)和發(fā)展學生分析問題、解決問題的能力有很大的促進作用。3.實驗后,實驗組學生專業(yè)技能成績明顯優(yōu)與對照組學生專業(yè)技能成績,并存有顯著性差異(P0.05)。證明Seminar教學法應用于健美操普修課程中是行之有效的,有利于促進學生掌握健美操專項技能,提高學習成績。4.實驗顯示,實驗后實驗組和對照組學生身體素質各項維度有小幅度的提升,但并未呈現差異性。5.在健美操普修課程中運用Seminar教學法有利于激發(fā)學生學習的積極性,提高學生的溝通能力和團隊凝聚力。
[Abstract]:In order to explore the effective teaching methods applicable to the general course of aerobics and improve the teaching quality of the general course of aerobics in physical education, the Seminar teaching method was applied to the general course of aerobics, and the teaching experiment of the Seminar was carried out. The influence of Seminar teaching method on students' physical education ability, special physical quality, aerobics professional skills and group cohesion were discussed and analyzed. In this paper, by using the methods of literature, questionnaire, teaching experiment and so on, the author carries on the teaching experiment to the 2014 class students of social physical education of Sichuan normal University, and through 16 weeks 32 hours of study. T-test method was used to process and analyze the data obtained by questionnaire and experiment. The following conclusion is drawn from the teaching experiment: 1. After the experiment, the total scores of each dimension of PE learning ability in experimental group and control group were obviously changed, among which, there was significant difference in self-examination result factor in learning process self-regulation ability (P0.05); in knowledge acquisition and application ability, there was significant difference between experimental group and control group in physical education learning ability (P < 0.05). In the aspect of problem-solving ability, self-activation ability factor, self-awareness ability factor, self-exercise ability factor, self-control ability factor. The scores of each dimension in the experimental group were higher than those in the control group, and there was a very significant difference (P0.01), which was related to the teaching characteristics of the Seminar teaching method. After experiment, the total scores of PE learning ability in the experimental group were significantly different from those before the experiment, and the ability of problem-solving was significantly changed (P0.01). It shows that the combination of Seminar teaching method and general course of aerobics can let students collect relevant knowledge from different channels through the setting of topics, have obvious pertinence to the problems, and let students overcome difficulties to complete the task of theme. To cultivate and develop students to analyze problems, problem-solving ability has a great role in promoting. 3. After the experiment, the scores of professional skills of the experimental group students were significantly superior to that of the control group students, and there was significant difference (P0.05). It is proved that Seminar teaching method is effective in the general course of aerobics, which is helpful to promote the students to master the special skills of aerobics and improve their academic achievement. 4. The experiment showed that the dimensions of physical fitness of the experimental group and the control group were improved by a small margin after the experiment, but there was no difference. 5. The use of Seminar teaching method in the course of aerobics general course is helpful to stimulate students' enthusiasm and improve their communication ability and team cohesion.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G831.3-4

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