【摘要】：本文根據(jù)小學(xué)體育與健康課程標(biāo)準(zhǔn)的要求以及合作學(xué)習(xí)模式的特點(diǎn),在實(shí)驗(yàn)對象金水區(qū)實(shí)驗(yàn)小學(xué)六年級體育與健康課程中實(shí)施合作學(xué)習(xí)模式,以實(shí)驗(yàn)班與對照班學(xué)生的運(yùn)動參與、運(yùn)動技能、身體健康、心理健康和社會適應(yīng)能力四個方面的成績作為參照指標(biāo),研究合作學(xué)習(xí)模式在小學(xué)高年級體育與健康課程教學(xué)中應(yīng)用的方法、效果和科學(xué)性。為豐富小學(xué)高年級體育與健康課程的教學(xué)模式,提高小學(xué)高年級體育與健康課程質(zhì)量,增進(jìn)學(xué)生身心健康水平提供一定的參考。選取金水區(qū)實(shí)驗(yàn)小學(xué)六年級(3)班和六年級(2)班作為本實(shí)驗(yàn)的實(shí)驗(yàn)對象,六年級(3)班采用合作學(xué)習(xí)模式,六年級(2)班采用常規(guī)教學(xué)模式,進(jìn)行為期18周的教學(xué)實(shí)驗(yàn)。在實(shí)驗(yàn)前后對兩組學(xué)生分別進(jìn)行了體現(xiàn)運(yùn)動興趣與參與,身體素質(zhì)、運(yùn)動技能成績和心理健康水平的12項(xiàng)指標(biāo)的測試,對測試成績進(jìn)行統(tǒng)計(jì)、分析和解釋。研究結(jié)果表明,在小學(xué)高年級體育與健康課程中運(yùn)用合作學(xué)習(xí)模式和常規(guī)模式對學(xué)生運(yùn)動參與、運(yùn)動技能、身體健康、心理健康和社會適應(yīng)四大指標(biāo)都能產(chǎn)生正向的促進(jìn)作用,但合作學(xué)習(xí)模式的效果顯著優(yōu)于常規(guī)模式。同時,應(yīng)注重合作學(xué)習(xí)模式的實(shí)施策略,兼顧教學(xué)目標(biāo)、合作小組的構(gòu)建與管理、合作學(xué)習(xí)的具體實(shí)施、及時的教學(xué)評價(jià)等方面,以便更好的發(fā)揮合作學(xué)習(xí)的作用和優(yōu)勢。
[Abstract]:According to the requirements of physical education and health curriculum standards in primary schools and the characteristics of cooperative learning model, this paper implements the cooperative learning model in the sixth grade physical education and health curriculum of experimental primary schools in Jinshui District. The performance of the students in the experimental class and the control class in sports participation, motor skills, physical health, mental health and social adaptation was taken as the reference index. This paper studies the method, effect and science of cooperative learning model applied in the teaching of physical education and health course in the senior grade of primary school. In order to enrich the teaching mode of physical education and health course, to improve the quality of physical education and health course, and to improve the students' physical and mental health level. The sixth (3) and sixth (2) classes of Jinshui Experimental Primary School were selected as the experimental objects. The sixth grade (3) class adopted the cooperative learning model, the sixth grade (2) class adopted the conventional teaching model, and the teaching experiment lasted 18 weeks in the sixth grade (3) class and the sixth grade (2) class. Before and after the experiment, 12 indexes of sports interest and participation, physical fitness, motor skill achievement and mental health level were tested, and the test results were statistically analyzed and explained. The results show that the use of cooperative learning model and conventional model in the physical education and health curriculum in the senior grade of primary school can positively promote the students' participation in sports, motor skills, physical health, mental health and social adaptation. But the effect of cooperative learning model is better than that of conventional model. At the same time, we should pay attention to the implementation strategy of cooperative learning mode, take into account the teaching objectives, the construction and management of cooperative groups, the concrete implementation of cooperative learning, and timely teaching evaluation in order to better play the role and advantages of cooperative learning.
【學(xué)位授予單位】：鄭州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.8

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