【摘要】：從健美操角度來看,大學(xué)當(dāng)中開展健美操教學(xué),應(yīng)該根據(jù)學(xué)生的特點和健美操課程特點,采用多元教學(xué)策略或者手段來發(fā)展學(xué)生運(yùn)動技能。在此基礎(chǔ)上,必須通過改進(jìn)原有的健美操教學(xué)模式,大膽創(chuàng)新,設(shè)立健美操多元組合教學(xué)方式,是高職院校健美操教學(xué)的必然訴求。將多元組合教學(xué)運(yùn)用到高職院校健美操選修課中,對高職院校選修健美操的女生身體素質(zhì)、健美操專項素質(zhì)和專項技術(shù)進(jìn)行實驗對比分析。探索在高職院校選修課教學(xué)中實施多元組合教學(xué)后全面提高學(xué)生的基本身體素質(zhì),促進(jìn)發(fā)展學(xué)生的健美操一般素質(zhì),為高職院校體育教學(xué)提供理論和實踐兩方面的參考,豐富和完善多元組合教學(xué)在體育教學(xué)中的應(yīng)用。采用文獻(xiàn)法、教學(xué)實驗法、邏輯分析法等方法,以多元組合教學(xué)在高職院校健美操選修課中的運(yùn)用為研究對象,以山西國際商務(wù)職業(yè)學(xué)院大一女生為實驗對象。進(jìn)行教學(xué)實驗。研究結(jié)果表明:首先,運(yùn)用多元組合教學(xué),能夠有效提高高職學(xué)生的一般身體素質(zhì)和專項素質(zhì)。實驗后實驗組高職學(xué)生的一般柔韌素質(zhì)和專項柔韌素質(zhì)、力量素質(zhì)和專項力量素質(zhì)、耐力素質(zhì)、靈敏素質(zhì)均顯著優(yōu)于對照組;且提高幅度均高于對照組;實驗后實驗組和對照組在速度素質(zhì)對比上沒有顯著差異;但在組間對比中,實驗組的提高幅度顯著優(yōu)于實驗前,對照組則不存在顯著差異。說明在健美操中實施多元組合教學(xué)對身體素質(zhì)的提高具有良好的效果。其次,運(yùn)用多元組合教學(xué)能夠有效提高高職學(xué)生健美操單個動作質(zhì)量。實驗后實驗組高職學(xué)生在腳步動作、組合動作質(zhì)量和成套動作質(zhì)量評分顯著優(yōu)于對照組。說明多元組合教學(xué)對高職學(xué)生的單個動作完成質(zhì)量有明顯的提升作用,并能夠在熟練單個動作的基礎(chǔ)上掌握組合動作連接技術(shù),最終多元組合教學(xué)能夠在動作技術(shù)的四個學(xué)習(xí)過程產(chǎn)生影響,促進(jìn)泛化向分化過度,通過不同角度呈現(xiàn)健美操動作,進(jìn)一步使動作鞏固并達(dá)到自動化階段。第三,多元組合教學(xué)能夠有效提高高職學(xué)生的身體姿態(tài)控制技術(shù)。實驗組高職學(xué)生的身體姿態(tài)控制技術(shù)和健美操操化動作控制技術(shù)上均顯著優(yōu)于對照組;從組內(nèi)對比來看,實驗組的身體姿態(tài)提高幅度與對照組對比大致相當(dāng)。實驗組在總體印象的提高幅度上則高于對照組;在組內(nèi)對比中,實驗組的動作方向和動作幅度的提高幅度高于對照組,在動作力度上則基本相當(dāng)。多元組合教學(xué)通過設(shè)置多種教學(xué)素材,能夠?qū)Ω呗殞W(xué)生進(jìn)行感知覺訓(xùn)練,使高職學(xué)生能夠體會到保持正確身體姿態(tài)喚醒的肌肉感覺,促進(jìn)實驗組高職學(xué)生提高健美操身體姿態(tài)控制水平。
[Abstract]:From the point of view of aerobics, the teaching of aerobics in universities should be based on the characteristics of students and the characteristics of aerobics courses, and adopt multiple teaching strategies or means to develop students' sports skills. On this basis, it is necessary to improve the original aerobics teaching mode, innovate boldly, and set up the teaching method of multiple combination of aerobics, which is the inevitable demand of aerobics teaching in higher vocational colleges. This paper applies multiple combination teaching to the elective course of aerobics in higher vocational colleges and makes a comparative analysis of the female students' physical quality, special quality and special technology of aerobics in higher vocational colleges. This paper explores the comprehensive improvement of students' basic physical quality, promotes the development of students' calisthenics general quality, and provides theoretical and practical reference for physical education teaching in higher vocational colleges after the implementation of pluralistic combination teaching in elective course teaching in higher vocational colleges. Enrich and perfect the application of multi-element combination teaching in physical education. By using the methods of literature, teaching experiment and logic analysis, this paper takes the application of multi-combination teaching in aerobics elective course in higher vocational colleges as the research object, and takes the freshman female students of Shanxi International Business Vocational College as the experimental objects. Carry out a teaching experiment. The results show that: first of all, the use of multi-combination teaching can effectively improve the general physical quality and special quality of higher vocational students. After the experiment, the general and special flexibility, strength and special strength, endurance and sensitivity of the students in the experimental group were significantly better than those of the control group, and the range of improvement was higher than that of the control group. There was no significant difference in the speed quality between the experimental group and the control group after the experiment, but the improvement range of the experimental group was significantly better than that before the experiment, but there was no significant difference in the control group. It shows that the implementation of multiple combination teaching in aerobics has a good effect on the improvement of physical quality. Secondly, the use of multiple combinations of teaching can effectively improve the quality of individual movements of aerobics. After the experiment, the scores of footstep movement, combined movement quality and complete motion quality in the experimental group were significantly better than those in the control group. It shows that multi-combination teaching can improve the quality of individual action of higher vocational college students obviously, and can master the technology of combination action connection on the basis of mastering individual action. Finally, multi-combination teaching can influence the four learning processes of action technology, promote generalization to differentiation, and present aerobics movements from different angles to further consolidate and reach the automation stage. Third, multiple combination teaching can effectively improve the body posture control technology of higher vocational students. The body posture control technology and aerobics movement control technology of the higher vocational students in the experimental group are significantly better than the control group; from the comparison within the group, the improvement range of the body posture in the experimental group is approximately the same as the contrast between the control group and the experimental group. The improvement range of the general impression in the experimental group was higher than that of the control group; in the contrast within the group, the movement direction and amplitude of the experimental group was higher than that of the control group, and the intensity of the movement was basically the same. By setting up a variety of teaching materials, the multi-combination teaching can train the students' perception of perception, so that the students can realize the muscle feeling of keeping the correct body posture to wake up. To promote the experimental group higher vocational students to improve the aerobics body posture control level.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G831.3-4

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