【摘要】：在新課程改革的不斷發(fā)展下,教學(xué)研究者們對(duì)教學(xué)模式、教學(xué)方法等都在進(jìn)行著不斷地探索與研究。高等院校體育教育一般我們把它當(dāng)做是人生中在學(xué)校系統(tǒng)地接受教育的最后一個(gè)階段。為了更好的開(kāi)展我國(guó)高校體育教學(xué)工作,就需要不斷地探索新的、有效的和可操縱的新的教學(xué)理念與實(shí)踐。本研究主要通過(guò)文獻(xiàn)資料法、問(wèn)卷調(diào)查法、數(shù)理統(tǒng)計(jì)法、專(zhuān)家訪談法、觀察法以及教學(xué)實(shí)驗(yàn)法,探索和研究“271課堂”教學(xué)模式在高校公體健美操課教學(xué)中的應(yīng)用效果與價(jià)值。以更好的推進(jìn)我國(guó)高等院校體育改革與發(fā)展。通過(guò)對(duì)山西師范大學(xué)公共體育健美操選修課教學(xué)的研究與分析,得出以下幾點(diǎn)結(jié)論:1、通過(guò)對(duì)實(shí)驗(yàn)組和對(duì)照組兩組學(xué)生學(xué)習(xí)健美操的單個(gè)動(dòng)作、組合動(dòng)作以及成套動(dòng)作的各相關(guān)指標(biāo)的測(cè)試分析,以及對(duì)學(xué)生學(xué)習(xí)健美操創(chuàng)編能力各指標(biāo)的測(cè)試分析表明,“271課堂”教學(xué)模式對(duì)學(xué)習(xí)健美操的專(zhuān)業(yè)技能方面的學(xué)習(xí)效果要比傳統(tǒng)的教學(xué)模式強(qiáng)。“271課堂”教學(xué)模式特別注重培養(yǎng)學(xué)生自學(xué)的能力,使學(xué)生能夠在教學(xué)中有享有真正的“主體地位”。2、通過(guò)《健美操學(xué)習(xí)興趣量表》分別對(duì)兩組學(xué)生對(duì)健美操的喜歡和討厭程度以及自己主動(dòng)學(xué)習(xí)健美操、課外關(guān)注和參與健美操的程度這四個(gè)方向進(jìn)行了前后的測(cè)試對(duì)比表明,運(yùn)用“271課堂”教學(xué)模式的健美操課教學(xué)中,學(xué)生對(duì)健美操學(xué)習(xí)興趣的提高要比在傳統(tǒng)教學(xué)模式下的健美操課教學(xué)效果好�！�271課堂”教學(xué)模式注重學(xué)生之間的交流與探討、組合學(xué)習(xí)形式的多元性與多樣性,激發(fā)了學(xué)生學(xué)習(xí)的興趣,增強(qiáng)了體育鍛煉意識(shí)進(jìn)而實(shí)現(xiàn)學(xué)生終身體育的培養(yǎng)。3、通過(guò)對(duì)《大學(xué)生合作能力量表》分別對(duì)兩組學(xué)生對(duì)合作意識(shí)和合作技能這兩個(gè)方面進(jìn)行了實(shí)驗(yàn)前后對(duì)比分析,結(jié)果表明,“271課堂”教學(xué)模式在健美操選項(xiàng)課中的應(yīng)用,加大了學(xué)生之間交流與配合的機(jī)會(huì),在不斷地交往和摩擦下,學(xué)生的合作意識(shí)不斷增強(qiáng)、合作技能也不斷地得到改善,對(duì)學(xué)生的人際交往能力的提高也起到了很強(qiáng)的影響,運(yùn)用“271課堂”教學(xué)模式在健美操教學(xué)中要比傳統(tǒng)的體育教學(xué)模式中學(xué)生合作能力發(fā)展的更好。
[Abstract]:With the continuous development of the new curriculum reform, teaching researchers are constantly exploring and studying the teaching mode and teaching methods. Physical education in colleges and universities is generally regarded as the last stage of systematic education in schools. In order to carry out physical education teaching in colleges and universities in China, it is necessary to constantly explore new, effective and manipulated new teaching ideas and practices. Through the methods of literature, questionnaire, mathematical statistics, expert interview, observation and teaching experiment, this study explores and studies the application effect and value of "271 classroom" teaching mode in the teaching of public calisthenics in colleges and universities. In order to better promote the reform and development of physical education in colleges and universities in China. Through the research and analysis of the teaching of public physical aerobics elective course in Shanxi normal University, the following conclusions are drawn: 1, through the single action of the experimental group and the control group, The test and analysis of the related indexes of the combined action and the complete set of movements, as well as the test and analysis of the students' ability to learn aerobics creation, show that, The teaching mode of "271 classroom" is more effective than the traditional teaching mode in learning the professional skills of aerobics. The "271 classroom" teaching mode pays special attention to the cultivation of students' ability of self-study. So that students can enjoy a real "subject status" in teaching. 2. Through the Aerobics Learning interest scale, the two groups of students like and hate aerobics, as well as their own initiative to learn aerobics. The test and comparison between the four directions of paying attention to and participating in aerobics after class shows that in the teaching of aerobics using the teaching mode of "271 classroom", The improvement of students' interest in aerobics learning is better than that in aerobics teaching under the traditional teaching mode. The "271 classroom" teaching mode pays attention to the communication and discussion among students, and the diversity and diversity of combined learning forms. It stimulates students' interest in learning, strengthens the consciousness of physical exercise, and then realizes the cultivation of students' lifelong physical education. Through the comparative analysis of the two groups of students' cooperative consciousness and cooperative skills before and after the experiment, the results show that the application of "271 classroom" teaching mode in aerobics optional course is carried out by comparing and analyzing the two groups of students' cooperative consciousness and cooperative skills before and after the experiment. The opportunity of communication and cooperation among students has been increased. Under the continuous communication and friction, students' cooperative consciousness and cooperative skills have been continuously improved, which has also had a strong impact on the improvement of students' interpersonal communication ability. The application of "271 classroom" teaching mode in aerobics teaching is better than the traditional physical education teaching mode in the development of students' cooperative ability.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G831.3-4

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 陰越;“271”教學(xué)模式在小學(xué)籃球教學(xué)中的實(shí)驗(yàn)研究[D];山東體育學(xué)院;2018年

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本文編號(hào)：2492878