【摘要】：為了探討適用于健美操普修課程中有效的教學(xué)方法,提高體育專業(yè)健美操普修課程的教學(xué)質(zhì)量,將Seminar教學(xué)法應(yīng)用于健美操普修課程中,開展Seminar教學(xué)實(shí)驗(yàn),討論分析Seminar教學(xué)法對(duì)學(xué)生體育學(xué)習(xí)能力、專項(xiàng)身體素質(zhì)、健美操專業(yè)技能以及群體凝聚力等方面的影響。本文運(yùn)用了文獻(xiàn)資料法、問卷調(diào)查法、教學(xué)實(shí)驗(yàn)法等多種研究方法,對(duì)四川師范大學(xué)體育學(xué)院2014級(jí)社會(huì)體育專業(yè)學(xué)生進(jìn)行教學(xué)實(shí)驗(yàn),通過16周32個(gè)學(xué)時(shí)的學(xué)習(xí),采用T檢驗(yàn)方法對(duì)問卷調(diào)查和實(shí)驗(yàn)所獲得的數(shù)據(jù)進(jìn)行處理和分析。通過教學(xué)實(shí)驗(yàn)得出以下結(jié)論:1.實(shí)驗(yàn)后,實(shí)驗(yàn)組與對(duì)照組體育學(xué)習(xí)能力各維度總分有明顯的變化,其中學(xué)習(xí)過程自我調(diào)控能力方面,自我檢查結(jié)果因子存在顯著性差異(P0.05);在知識(shí)獲得與應(yīng)用能力方面、問題解決能力方面、以及學(xué)習(xí)過程自我調(diào)控能力方面中自我激活能力因子、自我認(rèn)識(shí)能力因子、自我練習(xí)控制能力因子、自制練習(xí)計(jì)劃能力因子,實(shí)驗(yàn)組各維度分?jǐn)?shù)均高于對(duì)照組各維度分?jǐn)?shù),且存在非常顯著性差異(P0.01),這與Seminar教學(xué)法的教學(xué)特點(diǎn)有關(guān)。2.實(shí)驗(yàn)組實(shí)驗(yàn)后體育學(xué)習(xí)能力各緯度總分與實(shí)驗(yàn)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(xué)法與健美操普修課程相結(jié)合,可以通過主題的設(shè)置,讓學(xué)生從不同的渠道收集相關(guān)知識(shí),對(duì)問題有明顯的針對(duì)性,讓學(xué)生克服困難完成主題任務(wù),對(duì)培養(yǎng)和發(fā)展學(xué)生分析問題、解決問題的能力有很大的促進(jìn)作用。3.實(shí)驗(yàn)后,實(shí)驗(yàn)組學(xué)生專業(yè)技能成績(jī)明顯優(yōu)與對(duì)照組學(xué)生專業(yè)技能成績(jī),并存有顯著性差異(P0.05)。證明Seminar教學(xué)法應(yīng)用于健美操普修課程中是行之有效的,有利于促進(jìn)學(xué)生掌握健美操專項(xiàng)技能,提高學(xué)習(xí)成績(jī)。4.實(shí)驗(yàn)顯示,實(shí)驗(yàn)后實(shí)驗(yàn)組和對(duì)照組學(xué)生身體素質(zhì)各項(xiàng)維度有小幅度的提升,但并未呈現(xiàn)差異性。5.在健美操普修課程中運(yùn)用Seminar教學(xué)法有利于激發(fā)學(xué)生學(xué)習(xí)的積極性,提高學(xué)生的溝通能力和團(tuán)隊(duì)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(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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