【摘要】：錯誤動作糾正是體育教學(xué)訓(xùn)練中的重要組成部分,當(dāng)學(xué)生出現(xiàn)錯誤動作時,不同的糾正階段會影響新技能學(xué)習(xí)的進(jìn)度。特別是在排球普修課教學(xué)中,學(xué)生對新技能的接觸,難免會出現(xiàn)錯誤動作,晚了,很難糾正；早了,錯誤連連,無法著手。以往對錯誤動作糾正階段的研究僅局限于基礎(chǔ)性理論學(xué)科,缺少對教學(xué)中具體動作技能的實踐驗證。本文根據(jù)運動技能形成過程的理論基礎(chǔ),通過訪談排球領(lǐng)域的專家和教師,并結(jié)合排球普修課教學(xué)實踐,試圖探究傳球錯誤動作糾正的合適階段,為以后的排球傳球教學(xué)提供一種新的思路和理論依據(jù)。本實驗通過神經(jīng)類型測試、身體素質(zhì)測試和傳球初始水平的測試來挑選實驗對象,實驗對象由游泳和籃球兩專項組成,共分為三個同班級的實驗組和對照組(同一專項),三者之間不存在干擾。在實驗過程中,對照組學(xué)生正常上課,實驗組學(xué)生在未完成一定的次數(shù)前不予干預(yù),完成后再給予個別糾正,實驗組和對照組的授課教師相同,教學(xué)方法不會對其產(chǎn)生影響。通過對實驗組和對照組60學(xué)時的教學(xué)觀察、分析,研究結(jié)果如下：1、在排球普修課教學(xué)中,從傳球動作技能的分化階段開始進(jìn)行個別糾錯比泛化階段糾正錯誤效果好。2、在排球32節(jié)課(64學(xué)時)的普修課中,游泳專項學(xué)生在連續(xù)對傳次數(shù)到20次(第8次課)左右時傳球技能的形成過程接近分化階段,籃球?qū)ｍ棇W(xué)生在連續(xù)對傳次數(shù)到30次(第10次課)左右時接近分化階段�？梢哉J(rèn)為不同專項學(xué)生在學(xué)習(xí)傳球動作技能時,達(dá)到分化階段的量化標(biāo)準(zhǔn)不同。3、大部分學(xué)習(xí)者更愿意接受教師在分化階段對自己的動作進(jìn)行個別糾錯。教師也認(rèn)為在分化階段進(jìn)行個別糾錯相對比較容易,而且節(jié)省了糾正錯誤的時間。
[Abstract]:Error correction is an important part of physical education teaching and training. When students appear wrong actions, different correction stages will affect the progress of learning new skills. Especially in the volleyball general course teaching, the students' contact with the new skills will inevitably appear wrong action, late, it is very difficult to correct; early, mistakes again and again, can not start. In the past, the research on the stage of error correction was limited to the basic theoretical subject, and the practical verification of the specific action skills in teaching was lacking. Based on the theoretical basis of the formation process of motor skills, this paper, by interviewing experts and teachers in volleyball field, and combining with the teaching practice of volleyball general course, attempts to explore the appropriate stage of correcting the wrong movement of passing the ball. To provide a new way of thinking and theoretical basis for the volleyball passing teaching in the future. In this experiment, the subjects were selected by nerve type test, physical fitness test and initial pass level test. The subjects were composed of swimming and basketball. It was divided into three experimental groups with the same class and the control group (the same special item), and there was no interference among the three groups. In the course of the experiment, the students in the control group were in normal class, the students in the experimental group did not intervene before completing a certain number of times, and then they were given individual correction after completion. The teaching teachers in the experimental group and the control group were the same, and the teaching method would not have an effect on it. Through the teaching observation of 60 hours in the experimental group and the control group, the research results are as follows: 1, in the volleyball general course teaching, Starting from the differentiation stage of passing skill, it is better to correct errors in individual error correction than in generalization stage. In 32 courses of volleyball (64 hours), The formation process of passing skills was close to the differentiation stage when the number of consecutive transfers reached 20 times (the 8th lesson), while the basketball special students reached the differentiation stage when the number of consecutive pairs reached 30 times (the 10th lesson). It can be concluded that students with different special subjects have different quantification standards to reach the differentiation stage when they learn the skills of passing movement. Most learners prefer to accept teachers' individual correction of their own actions in the differentiation stage. Teachers also think that it is relatively easy to correct errors in the differentiation stage and save time to correct them.
【學(xué)位授予單位】：北京體育大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G842-4

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