【摘要】：傳統(tǒng)的體育教學模式中,標槍普修課都是“教師教、學生練”。這樣的模式可以發(fā)揮教師的主導作用,學生可以按部就班的學習知識與技能。但對學生主觀能動性的調動,教學質量和效率的提高是不利的。如何打破傳統(tǒng)教學觀念的束縛,培養(yǎng)學生的教學意識、積極思考和勇于探索的精神,是值得我們探索的課題。多元反饋教學主要突出教與學之間信息交流和反饋的及時性,能夠很好的解決教與學之間的一些問題。本文在探究多元反饋教學法潛在優(yōu)勢的基礎上,設計了一種比較可行的多元反饋教學模式。并結合標槍教學特點利用多元反饋教學法和傳統(tǒng)教學法進行對比實驗。選取體育教育專業(yè)2016級羽毛球專項兩個組的學生,實驗前對兩組的學生進行了標槍相關身體素質的顯著性檢驗和基本情況問卷調查分析,實驗后對兩組學生進行了教學效果問卷反饋分析,標槍技評成績分析和學生發(fā)現(xiàn)、分析、解決問題能力的分析。實驗結論如下:(1)標槍普修課的教學中多元反饋教學法相比傳統(tǒng)教學法,在課堂氛圍、師生交流、教學方法和掌握程度上都更好(p0.05)。多元反饋教學對于提高學生學習興趣,促進教師與學生、學生與學生之間的交流,完成教學目標的效果更好。讓學生回答若干問題并展示所學技術,有助于了解學生掌握的情況,讓教師知道教學過程中的優(yōu)缺點,發(fā)現(xiàn)問題以便及時解決。(2)多元反饋比傳統(tǒng)教學標槍平均成績上多2.39米,且離散程度更小,總體成績更好。及時反饋的效果要優(yōu)于延時反饋,及時反饋可以給學生更深的印象。學生與學生的相互反饋可以及時傳遞有效信息,優(yōu)于傳統(tǒng)教學中教師的單獨反饋,因為教師往往難以兼顧所有學生。學生相互反饋對學生學習新技術、提高成績有很好的輔助作用。(3)在投擲步、最后用力、器械飛行姿態(tài)和綜合技評中有顯著性差異(P0.05)。視頻反饋的慢動作回放對學生來說是很好的非固有反饋。運用在標槍技術的主要環(huán)節(jié)或相對復雜技術的教學中,可以清晰的展示出學生的動作,效果要好于教師單純的模仿講解。(4)個別反饋對象單一,效率不高。整體反饋,效率較高,但針對性和層次感不強。多元反饋中教師反饋、學生相互反饋和錄像反饋在不同情境中的綜合應用,可以使學生更好的建立技術概念并形成清晰的動作表象,幫助學生改正動作,鍛煉學生發(fā)現(xiàn)問題、分析問題、解決問題的本領。(5)多元反饋教學法的應用,改變了單一的反饋形式,有利于提高學生的學習熱情,實踐教師主導,學生主體的課堂教學。也有利于師生更多的彼此交流和相互啟發(fā)。對于實現(xiàn)標槍教學的目的來說有更好的效果。
[Abstract]:In the traditional teaching mode of physical education, javelin is always taught by teachers and practiced by students. This model can play a leading role, students can learn knowledge and skills step by step. However, it is unfavorable for the students to transfer their subjective initiative and improve their teaching quality and efficiency. How to break the shackles of traditional teaching concepts, cultivate students' teaching consciousness, and actively think and dare to explore are worthy of our exploration. Multi-feedback teaching mainly emphasizes the timeliness of information exchange and feedback between teaching and learning, which can solve some problems between teaching and learning. On the basis of exploring the potential advantages of multi-feedback teaching method, this paper designs a more feasible multi-feedback teaching model. According to the characteristics of javelin teaching, the multivariate feedback teaching method and the traditional teaching method are used to carry on the contrast experiment. Two groups of badminton students of level 2016 of physical education major were selected. Before the experiment, the students of the two groups were tested with the significance of javelin related physical fitness and the basic situation was analyzed by questionnaire. After the experiment, the feedback analysis of teaching effect questionnaire, the analysis of javelin skill score and the analysis of students' discovery, analysis and problem-solving ability were carried out for the two groups of students. The experimental results are as follows: (1) compared with the traditional teaching method, the multi-feedback teaching method in javelin general course is better in classroom atmosphere, teacher-student communication, teaching method and mastery (p0.05). Multi-feedback teaching can improve students' interest in learning, promote the communication between teachers and students, and achieve the goal of teaching. Asking students to answer a number of questions and show off what they have learned will help them understand what they have learned, let teachers know the advantages and disadvantages of the teaching process, and discover problems so that they can be solved in time. (2) multiple feedback is 2.39 meters more than the average score of traditional teaching javelins. And the degree of dispersion is smaller, the overall result is better. The effect of timely feedback is better than that of delayed feedback, and timely feedback can give students a deeper impression. The feedback between students and students can transmit effective information in time, which is better than that of teachers in traditional teaching, because it is difficult for teachers to give consideration to all students. Students' mutual feedback can help students to learn new techniques and improve their performance. (3) there are significant differences in throwing steps, final force, flying posture and comprehensive technical evaluation (P0.05). Video feedback in slow motion playback is a good feedback for students. In the teaching of javelin technique or relative complex technology, the students' action can be clearly displayed, and the effect is better than that of the teacher's simple imitation and explanation. (4) the individual feedback object is single, and the efficiency is not high. Overall feedback, efficiency is high, but targeted and hierarchical sense is not strong. The comprehensive application of teachers' feedback, students' mutual feedback and video feedback in different situations can make students better establish technical concepts and form clear action images, help students correct their actions, and train students to find problems. (5) the application of multivariate feedback teaching method has changed the single feedback form, which is helpful to improve students' learning enthusiasm, practice teacher-led classroom teaching and students' main body of classroom teaching. Also conducive to more teachers and students to communicate with each other and mutual inspiration. For the purpose of javelin teaching has a better effect.
【學位授予單位】：武漢體育學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G824.3-4

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