【摘要】：隨著現(xiàn)代化社會(huì)的發(fā)展,現(xiàn)代經(jīng)濟(jì)社會(huì)分工更加的細(xì)致,如今僅僅依靠著自身的能力已經(jīng)無(wú)法輕松有效地解決各種各樣的繁雜問(wèn)題,現(xiàn)在人們必須要采取團(tuán)體的力量,需要我們緊密的合作和協(xié)調(diào)一致的行動(dòng),這樣才能夠形成靈活運(yùn)用、隨機(jī)應(yīng)變、有持續(xù)的創(chuàng)新、創(chuàng)造的能力,才能夠去妥善的解決問(wèn)題,輕松的應(yīng)對(duì)所發(fā)現(xiàn)的問(wèn)題,這樣就需要我們必須要具有很強(qiáng)大的人際交往與溝通技巧。如今的普通高校的羽毛球課堂教學(xué)中依舊以教師為主導(dǎo)進(jìn)行教學(xué),教師掌握著整個(gè)教學(xué)的過(guò)程。過(guò)于注重講解、練習(xí)羽毛球的技術(shù)及戰(zhàn)術(shù)。這樣的上課方式學(xué)生們難以參加到教學(xué)的設(shè)計(jì)中,只能夠照貓畫(huà)虎模仿,被動(dòng)的練習(xí)技術(shù)。這樣就使得學(xué)生在學(xué)習(xí)的過(guò)程中沒(méi)有主動(dòng)性,不愛(ài)和教師與同學(xué)們交流和溝通,使整體團(tuán)隊(duì)的合作意識(shí)較差,無(wú)法在羽毛球的比賽中形成一個(gè)默契團(tuán)體團(tuán)隊(duì),也影響到學(xué)生在羽毛球?qū)W習(xí)階段技術(shù)和戰(zhàn)術(shù)的全面發(fā)揮,無(wú)法激發(fā)出自身的全部潛力。因此,把交往合作教學(xué)理論運(yùn)用到以學(xué)生為主導(dǎo)教學(xué)中心的羽毛球課堂當(dāng)中,能夠促進(jìn)于羽毛球教學(xué)課程的全面發(fā)展,使課堂更加的人本化與開(kāi)放化,能夠提高學(xué)生學(xué)習(xí)的主動(dòng)性,提高學(xué)生對(duì)學(xué)習(xí)的積極性,開(kāi)發(fā)學(xué)生的創(chuàng)造性思維,從而改善羽毛球教學(xué)的質(zhì)量與效果。本篇論文通過(guò)以交往合作教學(xué)理論進(jìn)行羽毛球課程教學(xué),以沈陽(yáng)醫(yī)學(xué)院羽毛球課上男生做為研究對(duì)象,運(yùn)用專(zhuān)家訪談法、問(wèn)卷調(diào)查法、文獻(xiàn)資料法、實(shí)驗(yàn)法、邏輯分析法等研究方法,對(duì)實(shí)驗(yàn)班級(jí)在羽毛球課結(jié)束后進(jìn)行測(cè)試,并對(duì)測(cè)試后的結(jié)果進(jìn)行分析。并得出交往合作教學(xué)理論應(yīng)用到高校羽毛球課堂教學(xué)中對(duì)學(xué)生能力的影響。研究結(jié)果表明,通過(guò)教學(xué)實(shí)驗(yàn)結(jié)果,交往合作教學(xué)理論模式與傳統(tǒng)教學(xué)模式相比下,在高校當(dāng)中羽毛球課堂上運(yùn)用交往合作教學(xué)理論實(shí)踐中效果較好,優(yōu)勢(shì)較為顯著。這樣不僅可以提高學(xué)生們的綜合能力,也能夠提高學(xué)生們對(duì)學(xué)習(xí)的主動(dòng)性,增強(qiáng)對(duì)羽毛球技戰(zhàn)術(shù)的提高,能夠改善學(xué)生對(duì)羽毛球?qū)W習(xí)的興趣,使學(xué)生變被動(dòng)學(xué)習(xí)為主動(dòng)學(xué)習(xí),活躍了課堂氣氛,而且對(duì)人際交往能力、溝通能力、自信心等都有這明顯的提升。
[Abstract]:With the development of modern society, the division of labor in modern economy and society is more meticulous. Nowadays, it is no longer easy and effective to solve all kinds of complicated problems by relying solely on one's own ability. Now people must adopt the strength of a group. We need close cooperation and concerted action in order to be flexible, responsive, innovative and creative, to be able to solve problems properly and to respond easily to the problems identified, This requires us to have strong interpersonal and communication skills. Nowadays, the badminton classroom teaching in colleges and universities is still dominated by teachers, and the teachers master the whole teaching process. Pay too much attention to explain, practice badminton technique and tactics. In this way, students are difficult to participate in the design of teaching, can only imitate the cat, passive practice technology. This makes students lack initiative in the learning process, does not like to communicate and communicate with teachers and classmates, makes the overall team's sense of cooperation poor, and cannot form a tacit group team in badminton competitions. Also affects the students in the badminton learning stage full play of technology and tactics, can not stimulate their full potential. Therefore, the application of communicative and cooperative teaching theory to badminton classroom with students as the leading teaching center can promote the overall development of badminton teaching curriculum and make the classroom more humanistic and open. It can improve students' initiative in learning, improve their enthusiasm for learning, develop their creative thinking, and improve the quality and effect of badminton teaching. This thesis carries on the badminton course teaching with the communication cooperation teaching theory, takes the Shenyang medical college badminton class as the research object, uses the expert interview method, the questionnaire investigation method, the literature material method, the experiment method, Logic analysis and other research methods, the experimental class after badminton class after the test, and analysis of the results after the test. Finally, the influence of communicative and cooperative teaching theory on students' ability in badminton classroom teaching in colleges and universities is obtained. The research results show that, compared with the traditional teaching model, the communicative cooperative teaching theory in badminton classroom in colleges and universities has a better effect and more obvious advantages in the application of communicative cooperative teaching theory. This can not only improve students' comprehensive ability, but also enhance their initiative in learning, enhance their skills and tactics in badminton, improve their interest in badminton learning, and make students change from passive learning to active learning. Active classroom atmosphere, and interpersonal skills, communication skills, self-confidence and so on have this obvious improvement.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G847-4

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