【摘要】：“頻譜教學(xué)”是20世紀(jì)60年代中期美國著名教育學(xué)家穆斯卡·莫斯頓提出的教學(xué)理念,是一個關(guān)于施教與學(xué)習(xí)行為的整體理論,也是一個對“教-學(xué)”過程較完整的理解框架。它集合了11種不同的教學(xué)風(fēng)格,每一種風(fēng)格都指具體的、不同的教學(xué)方法,其獨特的教學(xué)環(huán)節(jié)設(shè)置,新穎的教學(xué)工具、靈活的活動方式,充分滿足學(xué)生在身體、心理、技能等維度的發(fā)展機(jī)會,讓教師的教學(xué)課堂更加科學(xué)性與藝術(shù)性。本研究以莫斯頓頻譜教學(xué)為理論基礎(chǔ),運用文獻(xiàn)資料法、問卷調(diào)查法、觀察法、數(shù)理統(tǒng)計法、教學(xué)實驗法等研究方法,將頻譜教學(xué)理論引入到普通高校公共體育武術(shù)課教學(xué)實踐中,為高校體育教師提供一個新的體育教學(xué)思路,使教師在教學(xué)方法、內(nèi)容設(shè)計、組織形式上豐富多彩,為體育課堂增加樂趣與活力,通過研究得出以下結(jié)論:1.頻譜教學(xué)應(yīng)用在普通高校公共體育武術(shù)課中主要分為選擇教學(xué)風(fēng)格、創(chuàng)設(shè)情景引導(dǎo)激趣、環(huán)節(jié)設(shè)置引導(dǎo)提問、互惠解惑及時反饋、學(xué)生歸納檢驗與開放式評價等六個步驟進(jìn)行教學(xué),根據(jù)教學(xué)內(nèi)容、任務(wù)、學(xué)情、武術(shù)動作特點共采用了命令式教學(xué)風(fēng)格-A、練習(xí)式教學(xué)風(fēng)格-B、互惠式教學(xué)風(fēng)格-C、自我檢查式風(fēng)格-D、引導(dǎo)發(fā)現(xiàn)式風(fēng)格-F、聚集發(fā)現(xiàn)式風(fēng)格-G、學(xué)生自主設(shè)計式風(fēng)格-I等7種風(fēng)格類型。2.在普通高校公共體育武術(shù)課中運用頻譜教學(xué)與常規(guī)教學(xué)的對比實驗后,兩個班學(xué)生通過武術(shù)課的學(xué)習(xí)與鍛煉,在身體素質(zhì)上均有所提高,并且實驗班比對照班身體素質(zhì)成績提升更快,在坐位體前屈、立定跳遠(yuǎn)、折返跑等素質(zhì)上存在明顯差異;頻譜教學(xué)通過新穎的教學(xué)方式使學(xué)生在武術(shù)課中快樂學(xué)習(xí),促進(jìn)學(xué)生參與鍛煉,激發(fā)學(xué)生的運動意識與求知欲望,與重復(fù)單循環(huán)模式的常規(guī)教學(xué)相比,頻譜教學(xué)模式更利于提高學(xué)生的身體素質(zhì)。3.在普通高校公共體育武術(shù)課教學(xué)過程中,頻譜教學(xué)采用豐富的課堂活動、新穎的教具、靈活的安排教學(xué)內(nèi)容,使學(xué)生充分感受武術(shù)課的樂趣和魅力;與常規(guī)教學(xué)相比,更容易轉(zhuǎn)變學(xué)生對喜歡體育但又不愿參加體育課的心理,促進(jìn)學(xué)生情意結(jié)合并獲得快樂和滿足感,從無形當(dāng)中提高學(xué)生的心理技能。4.在普通高校公共體育武術(shù)課教學(xué)中運用頻譜教學(xué)更有利于促進(jìn)學(xué)生快速、合理、準(zhǔn)確的掌握太極拳套路技術(shù)的形成,與對照班相比,實驗班學(xué)生動作技術(shù)更規(guī)范,武術(shù)平均技能成績明顯優(yōu)于對照班,運用頻譜教學(xué)更利于提高武術(shù)教學(xué)效果。
[Abstract]:"Spectrum teaching" is a teaching idea put forward by famous American educationist Musca Morston in the mid-1960s. It is a whole theory about teaching and learning behavior, and also a complete understanding frame of the process of "teaching-learning". It combines 11 different teaching styles, each of which refers to specific, different teaching methods, its unique teaching link settings, novel teaching tools, flexible ways of activity, and fully satisfies the students' physical, psychological, Skills and other dimensions of development opportunities, so that teachers' teaching classroom more scientific and artistic. Based on the theory of Morston spectrum teaching, this study uses the methods of literature, questionnaire, observation, mathematical statistics, teaching experiment and so on. This paper introduces the theory of spectrum teaching into the teaching practice of public sports martial arts in colleges and universities, provides a new idea of physical education teaching for physical education teachers in colleges and universities, and makes teachers colorful in teaching methods, content design, organizational forms, and so on. To add fun and vitality to the sports class, the following conclusions can be drawn from the research: 1. The application of spectrum teaching in the course of public sports martial arts in colleges and universities is mainly divided into choosing teaching style, creating scene guiding interest, setting up guiding questions, mutual benefit and timely feedback. According to the teaching contents, tasks, learning conditions and the characteristics of martial arts movements, the teaching style-A, practice-teaching style-B, mutual benefit teaching style-C, are adopted in the six steps of students' induction test and open-ended evaluation, which are based on the teaching contents, tasks, learning conditions and the characteristics of martial arts movements. Self-checking style-D, guided discovery style-F, aggregation discovery style-G, student self-designed style-I, etc. 7 style types. 2. After the contrastive experiment of spectrum teaching and routine teaching in the public physical martial arts class of ordinary colleges and universities, the students of the two classes have improved their physical quality through the study and exercise of martial arts course. Moreover, the physical fitness of the experimental class was improved faster than that of the control class, and there were obvious differences in such qualities as flexion in sitting position, standing long jump, return running and so on. Spectrum teaching enables students to learn happily in martial arts class through novel teaching methods, promotes students to participate in exercise, stimulates students' sports consciousness and desire for knowledge, and compares with the routine teaching of repeated single cycle mode. Spectrum teaching mode is more conducive to improve students' physical fitness. 3. In the teaching process of public sports martial arts in colleges and universities, spectrum teaching adopts rich classroom activities, novel teaching aids, flexible arrangement of teaching contents, so that students can fully feel the fun and charm of martial arts; Compared with conventional teaching, it is easier to change the psychology of students who like sports but do not want to take part in physical education, promote the combination of students' feelings and obtain happiness and satisfaction, and improve the students' psychological skills from the invisible. 4. The use of spectrum teaching in the teaching of public physical martial arts in colleges and universities is more conducive to promoting students to quickly, reasonably and accurately master the formation of Taijiquan routine technology. Compared with the control class, the students in the experimental class have more standardized movement techniques. The average skill score of Wushu is obviously better than that of the control class, and the use of spectrum teaching is more conducive to improve the effect of Wushu teaching.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G852-4

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