【摘要】：我國(guó)高校的田徑課程教學(xué)方法已經(jīng)不能滿足時(shí)代及學(xué)生的要求。需要一種新的教學(xué)法來對(duì)高校田徑課程的教學(xué)進(jìn)行革新。動(dòng)作技能兩側(cè)遷移理論是以學(xué)生為主體,培養(yǎng)學(xué)生的認(rèn)知能力,強(qiáng)化學(xué)生對(duì)動(dòng)作的理解,在左右側(cè)肢體全面發(fā)展且兩側(cè)間相互遷移的影響下,提高學(xué)習(xí)效率;提高學(xué)習(xí)興趣;強(qiáng)化技術(shù)動(dòng)作;提高學(xué)生素質(zhì),是符合當(dāng)今社會(huì)高層次人才培養(yǎng)目標(biāo)的教學(xué)理念。本研究以動(dòng)作技能兩側(cè)遷移理論為切入點(diǎn),探討兩側(cè)遷移教學(xué)理論的應(yīng)用模式,利用文獻(xiàn)資料法、問卷調(diào)查法、數(shù)理統(tǒng)計(jì)法、實(shí)驗(yàn)法等多種科研方法探討在田徑背越式跳高項(xiàng)目高校體育教育專業(yè)田徑課教學(xué)中的應(yīng)用模式。先對(duì)動(dòng)作技能兩側(cè)遷移進(jìn)行理論總結(jié)和梳理,通過專家調(diào)查法訪談確立實(shí)驗(yàn)的可行性和具體的操作過程。利用問卷調(diào)查法來搜集關(guān)于動(dòng)作技能兩側(cè)遷移理論應(yīng)用的方法。通過專家的評(píng)判來確定實(shí)驗(yàn)的可行性及制定實(shí)驗(yàn)內(nèi)容和方案。隨后進(jìn)行實(shí)驗(yàn)研究,最終通過數(shù)理統(tǒng)計(jì)的方式對(duì)實(shí)驗(yàn)的結(jié)果進(jìn)行分析和探討。根據(jù)所得信息信息加以整合,得出以下結(jié)論:1.在田徑課程中對(duì)體育教育專業(yè)學(xué)生采用動(dòng)作技能兩側(cè)遷移理論指導(dǎo)的教學(xué)方法,應(yīng)根據(jù)泛化、分化、自動(dòng)化三個(gè)階段安排教學(xué),教學(xué)內(nèi)容的選擇以圍繞動(dòng)作技能兩側(cè)遷移理論在教學(xué)大綱的基礎(chǔ)上體現(xiàn)雙側(cè)肢體的同步練習(xí)。應(yīng)當(dāng)先通過弱勢(shì)側(cè)肢體的技能傳授,使其能夠基本掌握技術(shù)動(dòng)作之后,繼而練習(xí)優(yōu)勢(shì)側(cè)肢體的訓(xùn)練。在訓(xùn)練過程中應(yīng)當(dāng)保證弱勢(shì)側(cè)肢體的訓(xùn)練時(shí)長(zhǎng)不少于整體練習(xí)時(shí)間的1/3,在鞏固與提高階段進(jìn)行優(yōu)勢(shì)側(cè)練習(xí),采取平時(shí)成績(jī)、技術(shù)考核、理論考核三個(gè)維度進(jìn)行評(píng)定。2.動(dòng)作技能兩側(cè)遷移理論指導(dǎo)的教學(xué)方法對(duì)體育教育專業(yè)學(xué)生背越式跳高成績(jī)無顯著影響,但可以提高學(xué)生的技術(shù)動(dòng)作水平。同時(shí)提高學(xué)生的講解能力,并加強(qiáng)實(shí)驗(yàn)對(duì)象的立定跳遠(yuǎn)、Illinois跑、閉眼單腳站立、閉眼原地踏步、四步助跑五級(jí)跨跳的身體素質(zhì)測(cè)試成績(jī),對(duì)實(shí)驗(yàn)對(duì)象的自信心、學(xué)習(xí)興趣起到積極的作用。3.采取動(dòng)作技能兩側(cè)遷移理論進(jìn)行田徑項(xiàng)目的背越式跳高教學(xué)的指導(dǎo)過程要注意教師的主導(dǎo)地位,學(xué)生的主體地位。弱勢(shì)側(cè)肢體的練習(xí)相對(duì)優(yōu)勢(shì)側(cè)肢體的練習(xí)會(huì)讓學(xué)生對(duì)錯(cuò)誤的動(dòng)作出現(xiàn)明顯的感覺。在弱勢(shì)側(cè)肢體未達(dá)到初步掌握技術(shù)動(dòng)作的階段不建議進(jìn)行優(yōu)勢(shì)側(cè)練習(xí)。且弱勢(shì)側(cè)肢體教學(xué)、訓(xùn)練時(shí)長(zhǎng)越長(zhǎng),遷移的效果越好。根據(jù)本研究結(jié)論,提出以下建議:1.在進(jìn)行動(dòng)作技能兩側(cè)遷移理論教學(xué)時(shí),應(yīng)當(dāng)注意學(xué)生本身優(yōu)勢(shì)側(cè)與弱勢(shì)側(cè)素質(zhì)差距不要過于明顯,在進(jìn)行弱勢(shì)側(cè)肢體訓(xùn)練時(shí),應(yīng)當(dāng)保證在可承受范圍內(nèi)的強(qiáng)度和進(jìn)度。2.在教學(xué)過程中尤其要注意糾正錯(cuò)誤教學(xué)法的應(yīng)用。隨時(shí)觀察學(xué)生的動(dòng)態(tài),并且嚴(yán)格遵循教學(xué)原則,最大限度的預(yù)防意外損傷。3.在進(jìn)行弱勢(shì)側(cè)肢體技術(shù)動(dòng)作訓(xùn)練過程中,要求運(yùn)動(dòng)員做好充分準(zhǔn)備活動(dòng)并且注意力高度集中。避免高估自己的能力,去嘗試可能導(dǎo)致受傷的動(dòng)作。
[Abstract]:The teaching methods of track and field courses in Colleges and universities in China have not met the requirements of the times and students. A new teaching method is needed to innovate the teaching of track and field courses in Colleges and universities. The theory of both sides transfer of action skills is based on students as the main body, training students' cognitive ability, strengthening students' understanding of movement, and developing the left and right limbs in an all-round way and Under the influence of the mutual transfer between two sides, improving the learning efficiency, improving the learning interest, strengthening the technical movement and improving the students' quality are the teaching ideas which conform to the goal of the high level talents training in the present society. This study takes the theory of both sides of the movement skills as the breakthrough point to discuss the application mode of the two sides of the transfer teaching theory, and use the literature method, The application mode of questionnaire survey, mathematical statistics, experiment and other scientific research methods in the track and field course of colleges and universities in the track and field high jump project is discussed. First, the theory is summarized and combed on both sides of the movement skills, and the feasibility and specific operation process of the experiment are established through the interview of expert investigation. The method of volume investigation is used to collect the method of applying the theory of movement skills on both sides. Through the evaluation of experts, the feasibility of the experiment and the content and plan of the experiment are determined. Then, the experimental research is carried out. Finally, the results of the experiment are analyzed and discussed through mathematical statistics. The following information is integrated to get the following. Conclusion: 1. in the course of track and field, the teaching method guided by the movement skills on both sides of the sports education majors should be arranged according to the three stages of generalization, differentiation and automation. The selection of teaching content should be based on the theory of movement skills on both sides to reflect the synchronous exercises of bilateral limbs on the basis of the syllabus. Through the imparting skills of the disadvantaged side limbs, it will be able to master the technical movements and practice the training of the dominant side limbs. In the course of training, it is necessary to ensure that the training of the weak side of the limb is not less than the 1/3 of the whole exercise time, and the advantage side practice is carried out in the stage of consolidation and improvement, and the normal performance, technical examination and theoretical examination are taken. The three dimensions of the nuclear program have no significant influence on the theoretical guidance of the.2. movement skills on both sides of the movement, but it has no significant influence on the performance of the high jump, but it can improve the level of the students' technical movements. At the same time, it can improve the students' ability to explain, and strengthen the standing long jump of the experimental subjects, Illinois running, the closed eye standing and the closed eye. Step by step, four steps to run the physical quality test of the five level jump, the self confidence of the subjects and the interest of learning play an active role in the teaching of the teaching of the back jump of the track and field project by the theory of moving skills on both sides.3., the guiding position of the teachers, the main position of the students and the exercise of the weak side. Exercise on the dominant side of the limb will give students a clear sense of the wrong movements. In the stage of the disadvantaged side of the limb not reaching the initial mastery of the technical movement, it is not recommended to exercise the advantage side. And the weak side of the limb teaching, the longer the training is longer, the better the effect of migration. According to the conclusions of this study, the following suggestions are put forward: 1. the action technique is carried out. In the teaching of the two sides transfer theory, we should pay attention to the difference between the students' superiority side and the disadvantaged side. In the training of the vulnerable side limbs, we should ensure that the strength and progress of the.2. should be especially corrected in the course of teaching. Following the teaching principles, the maximum prevention of accidental injury.3. in the training process of the technical movements of the weak side of the limb requires the athletes to make full preparation and focus highly. Avoid overestimating their ability and trying to try to cause injuries.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G823.1-4

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本文編號(hào)：2142027