【摘要】：一種新興的教學(xué)模式與教學(xué)方法對(duì)新一輪的課程改革有極大的指導(dǎo)意義,如何引導(dǎo)學(xué)生對(duì)問題的質(zhì)疑,如何針對(duì)在遇到學(xué)習(xí)的困難進(jìn)行調(diào)查和探究,如何在實(shí)踐中學(xué)習(xí)是教育工作者應(yīng)該著重思考的問題。每一種理論出現(xiàn)都會(huì)伴隨著其他的理論出現(xiàn),認(rèn)知彈性理論源于認(rèn)知主義學(xué)習(xí)理論和建構(gòu)主義學(xué)習(xí)理論,但又與二者理論有了本質(zhì)的區(qū)別,認(rèn)知彈性理論主要應(yīng)用于結(jié)構(gòu)不良領(lǐng)域。在田徑技術(shù)動(dòng)作中又有許多的結(jié)構(gòu)不良領(lǐng)域知識(shí),將認(rèn)知彈性理論應(yīng)用到田徑項(xiàng)目中的結(jié)構(gòu)不良領(lǐng)域更能有效的幫助學(xué)習(xí)者解決技術(shù)動(dòng)作學(xué)習(xí)過程中出現(xiàn)的不理解或不能正確運(yùn)用技術(shù)動(dòng)作的問題。這種模式下的教學(xué)與傳統(tǒng)教學(xué)模式更加能體現(xiàn)出學(xué)生的主體地位,教師提出問題、反饋信息,學(xué)習(xí)者通過探討、合作、自我分析、與他人信息交換等途徑解決問題。本文以解決實(shí)際問題為支撐,運(yùn)用情境學(xué)習(xí)為根據(jù),以教學(xué)目標(biāo)為指導(dǎo)進(jìn)行教學(xué)設(shè)計(jì)。本文通過文獻(xiàn)資料法、專家訪談法、數(shù)據(jù)分析法、實(shí)驗(yàn)法、問卷調(diào)查法,結(jié)合本學(xué)期的教學(xué)大綱,以湖北民族學(xué)院2016級(jí)兩個(gè)體育教育專業(yè)田徑普修班的學(xué)生為實(shí)驗(yàn)對(duì)象進(jìn)行研究,采用實(shí)驗(yàn)班與對(duì)照班為期14周的教學(xué)實(shí)驗(yàn)得出以下結(jié)論:(1)通過研究發(fā)現(xiàn)在認(rèn)知彈性理論的模式教育下實(shí)驗(yàn)班對(duì)跨欄跑和挺身式跳遠(yuǎn)平均掌握程度都優(yōu)于對(duì)照班,根據(jù)跨欄跑和挺身式跳遠(yuǎn)的評(píng)價(jià)指標(biāo)發(fā)現(xiàn)實(shí)驗(yàn)班的得分值也高于對(duì)照班。(2)認(rèn)知彈性理論模式教育下實(shí)驗(yàn)班多元才能(知識(shí)整合能力和團(tuán)結(jié)合作)的表現(xiàn)都優(yōu)于采用傳統(tǒng)模式教育下的對(duì)照班。(3)實(shí)驗(yàn)班的核心能力(主要是觀察力、想象力、理解力)與對(duì)照班相比較發(fā)現(xiàn):實(shí)驗(yàn)班觀察力表現(xiàn)為極大提高的18人,對(duì)照班觀察力表現(xiàn)為極大提高的是8人;想象力方面實(shí)驗(yàn)班極大提高人數(shù)為15人,對(duì)照班極大提高人數(shù)為8人;理解力方面實(shí)驗(yàn)班極大提高人數(shù)為16人,對(duì)照班極大提高人數(shù)為9人,可以看出實(shí)驗(yàn)班在核心能力表現(xiàn)情況都明顯好于對(duì)照班。
[Abstract]:A new teaching model and teaching method have great guiding significance for the new round of curriculum reform. How to guide students to question the problems, how to investigate and explore the difficulties encountered in learning, How to learn in practice is a problem that educators should focus on. The emergence of each theory is accompanied by other theories. The cognitive elasticity theory originates from the cognitive learning theory and the constructivist learning theory, but it has essential difference from the two theories. The theory of cognitive elasticity is mainly applied in the field of poor structure. In track and field technical action, there is also a lot of poorly structured field knowledge, Applying the theory of cognitive elasticity to the field of poor structure in track and field events can effectively help learners solve the problem of not understanding or not correctly using technical action in the process of learning technical action. The teaching and traditional teaching mode in this mode can reflect the students' main position more, the teacher puts forward the question, the feedback information, the learner solves the problem through the discussion, the cooperation, the self-analysis, the information exchange with others and so on. This paper is based on solving practical problems, using situational learning as the basis, and guided by teaching objectives to carry out teaching design. In this paper, through the methods of literature, expert interview, data analysis, experiment, questionnaire, and the syllabus of this semester, Taking the students of two athletics general courses of Hubei Institute of nationalities 2016 as the experimental object, The following conclusions are drawn from the 14-week teaching experiment between the experimental class and the control class: (1) it is found that under the model of cognitive elasticity theory, the experimental class is better than the control class in the average mastery of hurdle running and long jump. According to the evaluation indexes of hurdle running and long jump, it was found that the score of experimental class was higher than that of control class. (2) the performance of multi-talent (knowledge integration ability and solidarity and cooperation) of experimental class under the model of cognitive elasticity theory was also higher than that of control class. (3) the core competence of the experimental class (mainly observational ability) is better than that of the control class under the traditional mode of education. Compared with the control class, the observation ability of the experimental class is greatly improved, and the observation ability of the control class is greatly improved by 8 people; the comparison between the experimental class and the control class shows that the observation ability of the experimental class is greatly improved, and the observation ability of the control class is greatly improved. In imagination, the number of experimental class was 15 and that of control class was 8. In terms of understanding ability the experimental class greatly improved the number of 16 students and the control class greatly improved the number of 9 students. It can be seen that the experimental class is obviously better than the control class in the performance of core competence.
【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)】：G82-4

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