本文關(guān)鍵詞： 具象思維 教學策略 小學武術(shù)　出處：《山東師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：小學武術(shù)的學習是建立在不同思維方式的相互交織和身與心的高度協(xié)調(diào)上的。具象思維是在本質(zhì)上區(qū)別于抽象思維與形象思維之外的另一種獨立的思維方式,具有東方人思維特點,在當前的學術(shù)研究與心理活動實踐中,具象思維在生理學、教育學、心理學、醫(yī)學等方面的存在價值都得到了認同與肯定。并有更多的研究成果的提出。具象思維的核心思想,是人在思維認知活動過程中人的內(nèi)在思維與外源物象之間的相互作用。中國武術(shù)作為具有明顯東方人思維特征的體育文化,是強調(diào)感知與體悟的運動形式。因此,將具象思維的思維方式與其相關(guān)的研究與方式手段引入武術(shù)學習與訓(xùn)練之中,對于提高武術(shù)學習與訓(xùn)練的效果,有著重要的意義。小學生處在幼兒向少年過渡的階段,具有活潑好動、勇于嘗試的外在特點,且在內(nèi)在特征表現(xiàn)為思維活躍,發(fā)散靈活,易受外界事物與自身思維跳躍的影響,其思維方從初級具象思維逐漸向直觀形象思維發(fā)展的,且學校教育中也將教學重點也是放在對形象思維與抽象思維二者的發(fā)展與應(yīng)用進行系統(tǒng)的培養(yǎng),引導(dǎo),而忽略了具象思維的存在,教師不能充分做到在學生的角度上去了解學生學習過程中的感受,致使學生在武術(shù)學習上與對于武術(shù)的認識認知上難以達到預(yù)期的效果。本研究總結(jié)具象思維的相關(guān)研究成果與具象思維在武術(shù)運動中的理論實踐經(jīng)驗,對具象思維對于改善小學武術(shù)教學中的作用,提出了一套對于小學武術(shù)教育的具象思維教學策略。包括重點刺激、輔助、阻抗等具象特征的教學方法,抽象引導(dǎo)或情景引導(dǎo)具象物象構(gòu)建的教學手段等多種教學策略并運用到小學武術(shù)教育當中,與原有傳統(tǒng)的教學方式相輔相成,相互彌補,通過教學實驗檢驗具象思維在小學武術(shù)教學中對于學生武術(shù)學習興趣與武術(shù)的認識與認知能力的作用,并得出以下結(jié)論。(1)具象思維教學手段的應(yīng)用在小學武術(shù)教學中是切實可行的且具有積極作用。(2)具象思維教學手段的應(yīng)用使能學生在武術(shù)與學習認知和、武術(shù)技能掌握和武術(shù)興趣等方面的成績有了一定的提高,但具象思維對于班集體整體成績提高的貢獻值并不十分顯著。(3)具象思維教學手段的應(yīng)用,在小學武術(shù)教學中對于小學生對于武術(shù)的興趣上可以調(diào)動對武術(shù)興趣低下甚至抵觸的學生逐漸接受并喜歡武術(shù)文化。并培養(yǎng)出一批對于武術(shù)興趣極為濃厚的學生。(4)進行小學武術(shù)的具象思維教學,設(shè)計合適的教學策略與使用恰當?shù)慕虒W方法是課程進行的關(guān)鍵,通過實驗證明,本研究提出的具象思維教學策略與教學手段是有效的。
[Abstract]:The study of Wushu in primary school is based on the interweaving of different thinking modes and the high coordination between body and heart. Concrete thinking is another independent mode of thinking which is essentially different from abstract thinking and image thinking. In the current academic research and the practice of psychological activities, concrete thinking in physiology, pedagogy, psychology. Medical and other aspects of the value of existence have been recognized and affirmed, and there are more research results put forward, the core thinking of concrete thinking. Chinese Wushu is the interaction between human's internal thinking and exogenous objects in the process of thinking and cognition. Chinese Wushu is a sports culture with obvious thinking characteristics of oriental people. Therefore, the thinking mode of concrete thinking and its related research and means are introduced into the study and training of Wushu to improve the effect of learning and training of Wushu. Primary school students are in the stage of transition from young children to young children, with lively and active, bold to try the external characteristics, and in the internal characteristics of active thinking, divergence and flexibility. Easy to be affected by external things and their own thinking jump, its thinking side from the primary concrete thinking gradually to the development of visual thinking. In school education, the emphasis of teaching is also put on the development and application of image thinking and abstract thinking, and neglect the existence of concrete thinking. Teachers can not fully understand the students' feelings in the learning process from the perspective of students. It is difficult for the students to achieve the expected results in the study of Wushu and the cognition of Wushu. This study summarizes the related research results of concrete thinking and the theoretical and practical experience of concrete thinking in Wushu. As to the role of concrete thinking in improving the teaching of Wushu in primary schools, this paper puts forward a set of teaching strategies of concrete thinking for Wushu education in primary schools, including the teaching methods of concrete characteristics such as key stimulation, auxiliary, impedance and so on. Abstract guidance or situational guidance concrete material construction of teaching methods and other teaching strategies and applied to the primary school martial arts education, and the original traditional teaching methods complement each other, make up for each other. Through teaching experiments, this paper examines the effect of concrete thinking on students' interest in Wushu learning and their cognition and ability in Wushu teaching in primary schools. The application of concrete thinking teaching method in Wushu teaching in primary school is feasible and has a positive effect. The application of concrete thinking teaching means enables students to learn in Wushu with cognitive harmony. However, the contribution of concrete thinking to the improvement of class overall achievement is not very significant. 3) the application of concrete thinking teaching means. In the elementary school martial arts teaching, the students who have low interest or even resistance to martial arts can gradually accept and like the martial arts culture, and cultivate a group of students who are very interested in martial arts. (. 4) the teaching of concrete thinking in primary school martial arts. The design of appropriate teaching strategies and the use of appropriate teaching methods are the key to the course. The experimental results show that the concrete thinking teaching strategies and teaching methods proposed in this study are effective.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.8

【參考文獻】

相關(guān)期刊論文 前10條

1 孟霞;;關(guān)注“具象思維”,改進數(shù)學教學——以小學數(shù)學“圖形與幾何”教學為例[J];上海教育科研;2015年12期

2 趙龍;;開設(shè)武術(shù)項目體育課程對小學生體質(zhì)影響的研究[J];改革與開放;2015年10期

3 湯月慧;;淺談體育游戲在武術(shù)教學中的應(yīng)用[J];新課程(小學);2015年01期

4 繆小琴;;淺析如何依據(jù)少兒身心特點進行武術(shù)教學[J];新課程(上);2014年11期

5 郭建紅;劉峰;張海波;張敬文;劉冬全;葛鵬;陳瓏方;劉天君;;以體驗感覺為例的具象思維心身相關(guān)關(guān)系肌電研究[J];中華中醫(yī)藥雜志;2014年10期

6 郭建紅;劉峰;張海波;魏玉龍;劉冬全;葛鵬;陳瓏方;劉天君;;具象思維表面肌電波幅分布特征實驗研究[J];北京中醫(yī)藥大學學報;2014年08期

7 葉浩生;;“具身”涵義的理論辨析[J];心理學報;2014年07期

8 魏玉龍;夏宇欣;吳曉云;周正坤;劉天君;;具象思維與具身心智:東西方認知科學的相遇[J];北京中醫(yī)藥大學學報;2013年11期

9 郭建紅;陳昌樂;劉冬全;葛鵬;陳瓏方;劉峰;劉天君;;具象思維心身合一屬性的肌電表征[J];北京中醫(yī)藥大學學報;2013年10期

10 黃曉州;張振宇;;小學武術(shù)教學中游戲教學法的實驗性研究[J];運動;2012年19期

相關(guān)博士學位論文 前1條

1 張海波;具象思維作業(yè)的腦電空間與頻域特征研究[D];北京中醫(yī)藥大學;2011年

相關(guān)碩士學位論文 前1條

1 魏孟飛;論傳統(tǒng)武術(shù)修為中的體悟思維[D];河南大學;2015年

，

本文編號：1467080