【摘要】：傳統(tǒng)的體育教學(xué)模式中,標(biāo)槍普修課都是“教師教、學(xué)生練”。這樣的模式可以發(fā)揮教師的主導(dǎo)作用,學(xué)生可以按部就班的學(xué)習(xí)知識(shí)與技能。但對(duì)學(xué)生主觀能動(dòng)性的調(diào)動(dòng),教學(xué)質(zhì)量和效率的提高是不利的。如何打破傳統(tǒng)教學(xué)觀念的束縛,培養(yǎng)學(xué)生的教學(xué)意識(shí)、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(xué)主要突出教與學(xué)之間信息交流和反饋的及時(shí)性,能夠很好的解決教與學(xué)之間的一些問題。本文在探究多元反饋教學(xué)法潛在優(yōu)勢(shì)的基礎(chǔ)上,設(shè)計(jì)了一種比較可行的多元反饋教學(xué)模式。并結(jié)合標(biāo)槍教學(xué)特點(diǎn)利用多元反饋教學(xué)法和傳統(tǒng)教學(xué)法進(jìn)行對(duì)比實(shí)驗(yàn)。選取體育教育專業(yè)2016級(jí)羽毛球?qū)ｍ?xiàng)兩個(gè)組的學(xué)生,實(shí)驗(yàn)前對(duì)兩組的學(xué)生進(jìn)行了標(biāo)槍相關(guān)身體素質(zhì)的顯著性檢驗(yàn)和基本情況問卷調(diào)查分析,實(shí)驗(yàn)后對(duì)兩組學(xué)生進(jìn)行了教學(xué)效果問卷反饋分析,標(biāo)槍技評(píng)成績(jī)分析和學(xué)生發(fā)現(xiàn)、分析、解決問題能力的分析。實(shí)驗(yàn)結(jié)論如下:(1)標(biāo)槍普修課的教學(xué)中多元反饋教學(xué)法相比傳統(tǒng)教學(xué)法,在課堂氛圍、師生交流、教學(xué)方法和掌握程度上都更好(p0.05)。多元反饋教學(xué)對(duì)于提高學(xué)生學(xué)習(xí)興趣,促進(jìn)教師與學(xué)生、學(xué)生與學(xué)生之間的交流,完成教學(xué)目標(biāo)的效果更好。讓學(xué)生回答若干問題并展示所學(xué)技術(shù),有助于了解學(xué)生掌握的情況,讓教師知道教學(xué)過程中的優(yōu)缺點(diǎn),發(fā)現(xiàn)問題以便及時(shí)解決。(2)多元反饋比傳統(tǒng)教學(xué)標(biāo)槍平均成績(jī)上多2.39米,且離散程度更小,總體成績(jī)更好。及時(shí)反饋的效果要優(yōu)于延時(shí)反饋,及時(shí)反饋可以給學(xué)生更深的印象。學(xué)生與學(xué)生的相互反饋可以及時(shí)傳遞有效信息,優(yōu)于傳統(tǒng)教學(xué)中教師的單獨(dú)反饋,因?yàn)榻處熗y以兼顧所有學(xué)生。學(xué)生相互反饋對(duì)學(xué)生學(xué)習(xí)新技術(shù)、提高成績(jī)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(píng)中有顯著性差異(P0.05)。視頻反饋的慢動(dòng)作回放對(duì)學(xué)生來說是很好的非固有反饋。運(yùn)用在標(biāo)槍技術(shù)的主要環(huán)節(jié)或相對(duì)復(fù)雜技術(shù)的教學(xué)中,可以清晰的展示出學(xué)生的動(dòng)作,效果要好于教師單純的模仿講解。(4)個(gè)別反饋對(duì)象單一,效率不高。整體反饋,效率較高,但針對(duì)性和層次感不強(qiáng)。多元反饋中教師反饋、學(xué)生相互反饋和錄像反饋在不同情境中的綜合應(yīng)用,可以使學(xué)生更好的建立技術(shù)概念并形成清晰的動(dòng)作表象,幫助學(xué)生改正動(dòng)作,鍛煉學(xué)生發(fā)現(xiàn)問題、分析問題、解決問題的本領(lǐng)。(5)多元反饋教學(xué)法的應(yīng)用,改變了單一的反饋形式,有利于提高學(xué)生的學(xué)習(xí)熱情,實(shí)踐教師主導(dǎo),學(xué)生主體的課堂教學(xué)。也有利于師生更多的彼此交流和相互啟發(fā)。對(duì)于實(shí)現(xiàn)標(biāo)槍教學(xué)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(xué)位授予單位】：武漢體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G824.3-4

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