【摘要】：研究目的:通過對河北師范大學匯華學院公共體育課程中健美操教學效果的分析研究,論證教師共同體模式是提高健美操教學效果的有效途徑,并且該模式可以廣泛應用于高校課堂的實踐教學。研究方法:本課題旨在研究高校教學環(huán)境下,教師們形成合適的研修共同體后,在教授學生過程中每位教師能夠從不同角度、不同緯度來觀察、分析學生,并能及時反饋到執(zhí)教過程中。通過分析討論、課堂實施、課堂效果反饋、再實施課堂操作、在分析總結的這種研修教學共同體模式下達到良好的課堂教學效果。選取河北師范大學匯華學院2013年級選修的健美操體育課的大一新生,抽取同年級平均水平相同的三個班級,分為A組、B組和C組,A為實驗組,B、C為對照組。研究結果:1.高校教學氛圍良好,在教師團隊技術優(yōu)良、教師結構健全的基礎上是完全有條件建立教師研修共同體機制,該機制是課堂有效發(fā)展的有效途徑。2.本課題以高校健美操課堂教學為載體,以提高學生學習健美操水平為目的,實施教師共同體模式教學時以同課異構為基本手段使健美操課堂變得豐富多彩。此過程中引導教師們探尋教師專業(yè)化成長機制,使教師在自然課堂中,因為團隊努力、自我反思、學生變化而使自己的教學技能得到充分提高。3.通過分析實驗組A和對照組B、C的健美操成績,發(fā)現(xiàn)A組教學效果顯著(P0.05),該課題用教學實驗證明運用教師共同體模式對于提高健美操課堂效果是顯著的。4.教師共同體模式實施過程促使了健美操教研室的教研氛圍趨向良性循環(huán)。5.教師共同體不僅可以使高校學生在課堂中受益,也可以促使師范生和不同階段教師的專業(yè)化成長。結論:1.教師共同體模式可以有效提高健美操課堂效果,方便學生更好掌握健美操技術動作要點,取得理想教學效果;2.教師共同體模式可以影響不同階段的教師專業(yè)化成長,促進教師專業(yè)化成長步伐;3.教師共同體模式除了健美操教學課堂外,還可以再應用于其它課堂實踐教學。
[Abstract]:Objective: through the analysis and research on the teaching effect of aerobics in Huihua College of Hebei normal University, it is proved that the model of teachers' community is an effective way to improve the teaching effect of aerobics. And this model can be widely used in practical teaching in colleges and universities. Research methods: the purpose of this paper is to study the teaching environment of colleges and universities, after teachers form a suitable study community, each teacher can observe and analyze students from different angles and different latitudes in the process of teaching students. And timely feedback to the teaching process. Through the analysis and discussion, classroom implementation, classroom effect feedback, and then the implementation of classroom operation, in the analysis and summary of this study-teaching community model to achieve a good classroom teaching effect. The freshmen selected from Huihua College of Hebei normal University in 2013 were selected as freshmen in aerobics class. Three classes with the same grade average level were selected and divided into three groups: group A, Group B and Group C, Group A as experimental group, Group B and C as control group. Research findings: 1. The teaching atmosphere in colleges and universities is good, on the basis of excellent teachers' team technology and sound teachers' structure, it is completely conditional to establish a teacher research community mechanism, which is an effective way for the effective development of the classroom. 2. Based on the classroom teaching of aerobics in colleges and universities, and with the aim of improving students' learning level of aerobics, this paper makes the aerobics classroom rich and colorful by taking the same class heterogeneity as the basic means in the implementation of the teacher community mode teaching. In this process, teachers are guided to explore the mechanism of teacher professional growth, so that teachers in the natural classroom, due to team efforts, self-reflection, students change and fully improve their teaching skills. 3. By analyzing the results of aerobics in experimental group A and control group B and C, it was found that the teaching effect in group A was significant (P0.05). The teaching experiment proved that using the model of teacher community was significant in improving the classroom effect of aerobics. The process of implementing the model of teachers' community promotes the atmosphere of teaching and research in aerobics teaching and research room to be a virtuous circle. 5. The community of teachers can not only benefit the college students in the classroom, but also promote the professional growth of normal students and teachers at different stages. Conclusions: 1. The model of teacher community can effectively improve the effect of aerobics classroom, facilitate students to better grasp the key points of aerobics technical movements, and achieve ideal teaching results; 2. The model of teacher community can affect the professional growth of teachers at different stages and promote the pace of teacher professional growth; In addition to aerobics teaching class, the teacher community model can be applied to other classroom practice teaching.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G831.3-4

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