體操技術(shù)教學(xué)中反饋時(shí)機(jī)與反饋效果的實(shí)驗(yàn)研究
發(fā)布時(shí)間：2018-10-31 19:52
【摘要】：信息加工理論認(rèn)為,運(yùn)動(dòng)技能的學(xué)習(xí)是信息輸入、轉(zhuǎn)換、加工、處理、分析、貯存和提取運(yùn)用的綜合過程。通常在運(yùn)動(dòng)技能學(xué)習(xí)過程中,練習(xí)者需要教師提供必要的反饋信息來進(jìn)行有效地調(diào)整和糾偏練習(xí)中產(chǎn)生的錯(cuò)誤,使自己沿著正確的方向逼近最終學(xué)習(xí)目標(biāo)。在運(yùn)動(dòng)技能教學(xué)過程中,何時(shí)向練習(xí)者提供信息反饋能最大限度地促進(jìn)運(yùn)動(dòng)技能的學(xué)習(xí)已引起了廣大體育教師和學(xué)生的關(guān)注。早期的學(xué)者認(rèn)為,反饋越早,所獲得學(xué)習(xí)效果就越好,并且得到大量實(shí)驗(yàn)證實(shí)。但最近有學(xué)者提出及時(shí)的反饋并不適用于所有類型運(yùn)動(dòng)技能的學(xué)習(xí),究竟什么時(shí)候提供信息反饋能最大限度地促進(jìn)運(yùn)動(dòng)技能的學(xué)習(xí),目前還沒達(dá)成一致的共識(shí)。本實(shí)驗(yàn)隨機(jī)選取2014級(jí)體育教育專業(yè)學(xué)生18名為被試,將其隨機(jī)均等分成同步反饋實(shí)驗(yàn)組、即刻反饋實(shí)驗(yàn)組、延遲反饋實(shí)驗(yàn)組三組。在自由體操、雙杠、跳馬教學(xué)過程中,分別交替采用同步反饋、即刻反饋、延遲反饋三種不同時(shí)機(jī)向?qū)W生進(jìn)行信息反饋。實(shí)驗(yàn)中采用錄像攝制和行為觀察相結(jié)合的方法來記錄實(shí)驗(yàn)資料,最后通過專家對(duì)信息完整性、準(zhǔn)確性、有效性來綜合評(píng)價(jià)反饋效果。將獲得的三組數(shù)據(jù)分別采用SPSS16.0統(tǒng)計(jì)軟件來處理,并運(yùn)用多因素方差分析對(duì)數(shù)據(jù)進(jìn)行差異顯著性的檢驗(yàn)。實(shí)驗(yàn)結(jié)果顯示,反饋時(shí)機(jī)與反饋效果之間存在特定的關(guān)系,并得出如下結(jié)論:(1)體操技術(shù)教學(xué)中,不同的反饋時(shí)機(jī)對(duì)反饋效果產(chǎn)生不同的影響,同時(shí)信息的完整性、準(zhǔn)確性、有效性也存在差異;(2)不同的反饋時(shí)機(jī)對(duì)運(yùn)動(dòng)技能學(xué)習(xí)的反饋效果與任務(wù)的性質(zhì)有關(guān),在簡(jiǎn)單動(dòng)作的學(xué)習(xí)中,采用即刻反饋的效果明顯好于同步、延遲反饋組,在復(fù)雜動(dòng)作的學(xué)習(xí)中,采用即刻反饋更有利于運(yùn)動(dòng)技能的學(xué)習(xí);(3)不同的感知途徑對(duì)反饋總效果及信息完整性、準(zhǔn)確性、有效性都有差異,動(dòng)態(tài)性的錄像反饋與教師有針對(duì)性的技術(shù)講解相結(jié)合,有利于豐富學(xué)生的感性認(rèn)識(shí),獲得準(zhǔn)確、生動(dòng)的動(dòng)作表象,對(duì)動(dòng)作技能的形成具有積極的促進(jìn)作用;(4)體操技術(shù)教學(xué)中,在沒有前提條件下,各種反饋時(shí)機(jī)的反饋效果不存在顯著差異;該結(jié)果提示,在選擇反饋模式時(shí)應(yīng)從教學(xué)內(nèi)容性質(zhì)、教學(xué)要求等因素綜合考慮;在體操技術(shù)教學(xué)中,為了更好的把握反饋時(shí)機(jī)充分利用反饋信息來指導(dǎo)教學(xué),還應(yīng)注意以下幾個(gè)方面的問題:(1)體育教學(xué)直觀性強(qiáng),教師在提供反饋信息時(shí),應(yīng)注重視聽覺信息的反饋,盡可能減少單純視覺信息反饋,盡量使反饋信息直觀性和多樣性,提高學(xué)生對(duì)反饋信息的接受率;(2)教師給予學(xué)生的反饋信息越明確,學(xué)生的信息接受率就越高,在進(jìn)行信息反饋時(shí),語言應(yīng)該精煉、準(zhǔn)確,使復(fù)雜技術(shù)動(dòng)作的概念通俗化、形象化、簡(jiǎn)單化;(3)體操技術(shù)教學(xué)的過程是復(fù)雜的,學(xué)生在練習(xí)時(shí)輸出的信息很多,教師要善于捕捉有效信息,才能對(duì)學(xué)生所做的動(dòng)作作出科學(xué)的判斷,提供有針對(duì)性的反饋信息;
[Abstract]:The theory of information processing holds that the learning of motor skills is a comprehensive process of information input, transformation, processing, analysis, storage and extraction. Usually, in the process of learning motor skills, the learner needs the teacher to provide the necessary feedback information to adjust and correct the errors in the exercise effectively, so that he can approach the final learning goal in the right direction. In the process of motor skills teaching, when to provide information feedback to practitioners can promote the learning of motor skills to the maximum extent has attracted the attention of the majority of physical education teachers and students. Early scholars believed that the earlier the feedback, the better the learning effect, and a large number of experiments confirmed it. However, some scholars have recently proposed that timely feedback is not suitable for all types of motor skills, and there is no consensus on when to provide information feedback to maximize the learning of motor skills. In this experiment, 18 physical education students of grade 2014 were randomly divided into three groups: synchronous feedback experimental group, immediate feedback experimental group and delayed feedback experimental group. In the teaching process of floor exercise, parallel bars and horse vaulting, three kinds of information feedback are alternately adopted: synchronous feedback, instant feedback and delayed feedback. In the experiment, the method of video recording and behavior observation is used to record the experimental data. Finally, the feedback effect is synthetically evaluated by experts on the integrity, accuracy and validity of information. The three groups of data were processed by SPSS16.0 software, and multivariate analysis of variance (ANOVA) was used to test the significance of the data. The experimental results show that there is a specific relationship between feedback timing and feedback effect, and the following conclusions are drawn: (1) in gymnastics teaching, different feedback timing has different effects on feedback effect and the integrity of information. There are also differences in accuracy and validity; (2) the feedback effect of different feedback timing on the learning of motor skills is related to the nature of the task. In the learning of simple actions, the effect of adopting immediate feedback is better than that of synchronous and delayed feedback groups, and in the learning of complex actions, the effect of instant feedback is better than that of synchronous and delayed feedback groups. The use of immediate feedback is more conducive to the learning of motor skills; (3) the total effect of feedback and the integrity, accuracy and validity of the feedback are different from each other. The combination of dynamic video feedback and teachers' targeted technical explanation is helpful to enrich the students' perceptual knowledge and obtain the accuracy. The vivid movement appearance has the positive promotion function to the movement skill formation; (4) in gymnastic technique teaching, there is no significant difference in the feedback effect of various feedback opportunities without preconditions, the result suggests that the feedback mode should be considered comprehensively in terms of the nature of the teaching content, teaching requirements and other factors. In gymnastics technique teaching, in order to make full use of feedback information to guide teaching, we should pay attention to the following problems: (1) physical education teaching is intuitive, teachers provide feedback information, We should pay attention to the feedback of audio-visual information, reduce the feedback of visual information as much as possible, make the feedback information as intuitive and diverse as possible, and improve the students' acceptance rate of feedback information. (2) the more definite feedback information teachers give to students, the higher the information acceptance rate of students is. In the process of information feedback, language should be refined and accurate, so that the concept of complex technical action can be popularized, visualized and simplified; (3) the process of gymnastic technique teaching is complex, students output a lot of information in practice, teachers should be good at capturing effective information, in order to make scientific judgment on the actions of students, provide targeted feedback information;
【學(xué)位授予單位】：成都體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G83-4
本文編號(hào)：2303365
[Abstract]:The theory of information processing holds that the learning of motor skills is a comprehensive process of information input, transformation, processing, analysis, storage and extraction. Usually, in the process of learning motor skills, the learner needs the teacher to provide the necessary feedback information to adjust and correct the errors in the exercise effectively, so that he can approach the final learning goal in the right direction. In the process of motor skills teaching, when to provide information feedback to practitioners can promote the learning of motor skills to the maximum extent has attracted the attention of the majority of physical education teachers and students. Early scholars believed that the earlier the feedback, the better the learning effect, and a large number of experiments confirmed it. However, some scholars have recently proposed that timely feedback is not suitable for all types of motor skills, and there is no consensus on when to provide information feedback to maximize the learning of motor skills. In this experiment, 18 physical education students of grade 2014 were randomly divided into three groups: synchronous feedback experimental group, immediate feedback experimental group and delayed feedback experimental group. In the teaching process of floor exercise, parallel bars and horse vaulting, three kinds of information feedback are alternately adopted: synchronous feedback, instant feedback and delayed feedback. In the experiment, the method of video recording and behavior observation is used to record the experimental data. Finally, the feedback effect is synthetically evaluated by experts on the integrity, accuracy and validity of information. The three groups of data were processed by SPSS16.0 software, and multivariate analysis of variance (ANOVA) was used to test the significance of the data. The experimental results show that there is a specific relationship between feedback timing and feedback effect, and the following conclusions are drawn: (1) in gymnastics teaching, different feedback timing has different effects on feedback effect and the integrity of information. There are also differences in accuracy and validity; (2) the feedback effect of different feedback timing on the learning of motor skills is related to the nature of the task. In the learning of simple actions, the effect of adopting immediate feedback is better than that of synchronous and delayed feedback groups, and in the learning of complex actions, the effect of instant feedback is better than that of synchronous and delayed feedback groups. The use of immediate feedback is more conducive to the learning of motor skills; (3) the total effect of feedback and the integrity, accuracy and validity of the feedback are different from each other. The combination of dynamic video feedback and teachers' targeted technical explanation is helpful to enrich the students' perceptual knowledge and obtain the accuracy. The vivid movement appearance has the positive promotion function to the movement skill formation; (4) in gymnastic technique teaching, there is no significant difference in the feedback effect of various feedback opportunities without preconditions, the result suggests that the feedback mode should be considered comprehensively in terms of the nature of the teaching content, teaching requirements and other factors. In gymnastics technique teaching, in order to make full use of feedback information to guide teaching, we should pay attention to the following problems: (1) physical education teaching is intuitive, teachers provide feedback information, We should pay attention to the feedback of audio-visual information, reduce the feedback of visual information as much as possible, make the feedback information as intuitive and diverse as possible, and improve the students' acceptance rate of feedback information. (2) the more definite feedback information teachers give to students, the higher the information acceptance rate of students is. In the process of information feedback, language should be refined and accurate, so that the concept of complex technical action can be popularized, visualized and simplified; (3) the process of gymnastic technique teaching is complex, students output a lot of information in practice, teachers should be good at capturing effective information, in order to make scientific judgment on the actions of students, provide targeted feedback information;
【學(xué)位授予單位】：成都體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G83-4
【參考文獻(xiàn)】
中國(guó)期刊全文數(shù)據(jù)庫 前1條
1 王紹軍;劉宇;;構(gòu)建動(dòng)作技能學(xué)習(xí)的反饋時(shí)機(jī)模式[J];宜春學(xué)院學(xué)報(bào);2007年04期
，本文編號(hào)：2303365
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