【摘要】：乒乓球是我國的國球，在我國有著極為廣泛的群眾和體育基礎，這項運動在國內高等院校中也非常受歡迎，普遍以體育選修課的形式進行教學，但由于技術要求較高、專業(yè)性較強等特點，對這一運動的教學方法和有效開展就顯得非常重要了。長期以來，在乒乓球教學中，教師都在不斷地探索新的教學方法與行之有效的新型教學理念，以更好地提升乒乓球教學的課堂效率。新課改推行以來，傳統(tǒng)教學法在逐步被取代，分組合作教學法開始成為各學科教學中的新主流。在此背景之下，展開對乒乓球教學的研究，分析分組合作教學法在乒乓球教學中的應用，以反手推擋的教學為實例開展實驗研究。 本研究選取克拉瑪依職業(yè)技術學院電氣系2014級的70名學生，分成實驗組和對照組，采用教學實驗法、教學實踐觀察法、問卷調查法、數(shù)理統(tǒng)計法進行研究，得到其學習態(tài)度、學習興趣、群體凝聚力等實驗指標，并對試驗前后的實驗數(shù)據(jù)進行分析。 經(jīng)過研究結果的統(tǒng)計處理分析得出以下結論： 1.運用分組合作教學法的課堂教學中，學生1分鐘反手推擋平均上案個數(shù)較之運用傳統(tǒng)教學法的個數(shù)有明顯的提高。因此，分組合作教學法能使學生更好的掌握運動技能，提高技能水平。 2.運用分組合作教學法的課堂活動中合作小組的成員會相互鼓勵與幫助，使其所在組的組員都有歸屬感，，幫助組員們轉變學習態(tài)度。這說明分組合作教學法能比傳統(tǒng)教學法能更好地端正學生學習的態(tài)度。 3.分組合作教學法能使老師和學生的角色發(fā)生變化，激發(fā)學生的個體主觀能動性，提高學習的熱情。相對于傳統(tǒng)的教學方式來說，此教學方法更有利于提升學生的學習興趣。 4.就學生的團隊精神培養(yǎng)來看，分組合作教學法有其自身獨特的優(yōu)點。實驗后，實驗組的團隊凝聚力得分較之對照組有著明顯的優(yōu)勢。在小組任務指派與團隊合作方法方面發(fā)揮著更強大的作用，因此，分組合作教學法更有利于團隊和諧，增強學生群體凝聚力。。
[Abstract]:Table tennis is the national ball of our country, and it has a very extensive mass and sports foundation in our country. This sport is also very popular in the domestic colleges and universities. It is generally taught in the form of elective courses of physical education, but because of the high technical requirements, It is very important for the teaching method and effective development of this sport to be professional and so on. For a long time, in the teaching of table tennis, teachers are constantly exploring new teaching methods and effective new teaching ideas in order to better improve the classroom efficiency of table tennis teaching. Since the implementation of the new curriculum reform, the traditional teaching method has been gradually replaced, and the group cooperative teaching method has become the new mainstream in the teaching of various subjects. Under this background, the research on table tennis teaching is carried out, and the application of grouping cooperative teaching method in table tennis teaching is analyzed, and the experimental study is carried out with the example of backhand push block teaching. In this study, 70 students of Grade 2014 of Electrical Department of Karamay Vocational and Technical College were selected and divided into experimental group and control group, and their learning attitude was obtained by teaching experiment, teaching practice observation, questionnaire investigation and mathematical statistics. Study interest, group cohesion and other experimental indicators, and analysis of experimental data before and after the experiment. Through the statistical analysis of the research results, the following conclusions are obtained: 1. In the classroom teaching using group cooperation teaching method, the average number of students pushing back in one minute is obviously higher than that of the traditional teaching method. Therefore, group cooperation teaching method can make students master motor skills and improve their skill level. 2. The members of the cooperative group will encourage and help each other in the classroom activities using the group cooperative teaching method, so that the members of their group will have a sense of belonging and help them to change their learning attitude. This shows that the group cooperative teaching method can better correct the students' learning attitude than the traditional teaching method. 3. Group cooperative teaching method can change the roles of teachers and students, stimulate students' subjective initiative and improve their enthusiasm for learning. Compared with the traditional teaching method, this teaching method is more helpful to enhance students' interest in learning. 4. From the point of view of the cultivation of students' team spirit, group cooperation teaching method has its own unique advantages. After the experiment, the score of team cohesion in the experimental group was significantly superior to that in the control group. It plays a more powerful role in group task assignment and team cooperation, therefore, group cooperation teaching method is more conducive to team harmony and enhance student group cohesion.
【學位授予單位】：首都體育學院
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G846-4

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