【摘要】：研究目的:針對(duì)小學(xué)生體質(zhì)健康標(biāo)準(zhǔn)中對(duì)小學(xué)生身體素質(zhì)發(fā)展的要求及小學(xué)生的身心特征,依據(jù)走扁帶的形式和作用,探討適合融入小學(xué)體育教學(xué)的走扁帶內(nèi)容及走扁帶對(duì)小學(xué)生體質(zhì)的影響。研究方法:(1)問(wèn)卷調(diào)查法廣泛收集國(guó)內(nèi)外關(guān)于走扁帶的文獻(xiàn)作為參考,訪談走扁帶領(lǐng)域的專家教授及專業(yè)運(yùn)動(dòng)員,確定融入小學(xué)體育教學(xué)的走扁帶內(nèi)容,并通過(guò)問(wèn)卷調(diào)查走扁帶教學(xué)內(nèi)容及進(jìn)度安排的合理性。(2)實(shí)驗(yàn)法選取廣州市天河區(qū)柯木Xq小學(xué)2年級(jí)2個(gè)班的學(xué)生為實(shí)驗(yàn)對(duì)象,對(duì)照班進(jìn)行正常的體育教學(xué)內(nèi)容及每天40分鐘的課外活動(dòng),實(shí)驗(yàn)班在正常的體育教學(xué)基礎(chǔ)上融入15分鐘走扁帶內(nèi)容及每天40分鐘走扁帶練習(xí),進(jìn)行12周的實(shí)驗(yàn)干預(yù),分別在實(shí)驗(yàn)干預(yù)4周末、8周末、12周末進(jìn)行身高、體重、肺活量、十字象限跳、走平衡木、閉眼單腳站立、扁帶單腳站立、立定跳遠(yuǎn)、50米跑、一分鐘跳繩的測(cè)試,對(duì)測(cè)試結(jié)果采用SPSS19.0進(jìn)行統(tǒng)計(jì)學(xué)分析。研究結(jié)果:(1)在調(diào)查的130名教師中,90%的教師認(rèn)為以“理論-技能-所需素質(zhì)練習(xí)”為主線構(gòu)建小學(xué)2-6年級(jí)走扁帶教學(xué)內(nèi)容合理;92.31%的教師認(rèn)為實(shí)驗(yàn)班的走扁帶教學(xué)內(nèi)容及進(jìn)度和課外體育活動(dòng)走扁帶的內(nèi)容安排合理。(2)實(shí)驗(yàn)教學(xué)結(jié)束后,實(shí)驗(yàn)班分別有66.67%、71.43%和61.91%以上學(xué)生認(rèn)為走扁帶有趣、安全和不太難;71.43%以上的學(xué)生喜歡走扁帶融入小學(xué)體育教學(xué);對(duì)于走扁帶及常規(guī)教學(xué)內(nèi)容的掌握程度,一般掌握以上的比例分別是90.48%和92.86%。(3)12周實(shí)驗(yàn)教學(xué)結(jié)束后,對(duì)照班和實(shí)驗(yàn)班男、女生的肺活量均有顯著性提高(P0.05),但對(duì)照班和實(shí)驗(yàn)班男、女生之間沒(méi)有顯著性差異(P0.05)。(4)12周實(shí)驗(yàn)教學(xué)結(jié)束后,對(duì)照班和實(shí)驗(yàn)班男、女生的十字象限跳時(shí)間為顯著性和非常顯著性減少(P0.05,P0.01),且實(shí)驗(yàn)班比對(duì)照班男、女非常顯著性和顯著性減少(P0.01,P0.05);對(duì)于走扁帶融入體育教學(xué)對(duì)小學(xué)生平衡能力的影響,在走平衡木成績(jī)方面實(shí)驗(yàn)班和對(duì)照班男、女生間均無(wú)顯著性差異(P0.05);對(duì)照組男、女生閉眼單腳站立及扁帶單腳站立在12周后才有非常顯著及顯著性提高(P0.01,P0.05),而實(shí)驗(yàn)組男、女生閉眼單腳站立從8周末開(kāi)始就顯示非常顯著性提高(P0.01),且在12周末比對(duì)照班男、女生有顯著性提高(P0.05),同時(shí)實(shí)驗(yàn)組男、女生扁帶單腳站立從4周末開(kāi)始就顯示顯著性提高(P0.05),且在8周末、12周末比對(duì)照班男、女生有非常顯著性提高(P0.01)。(5)12周實(shí)驗(yàn)教學(xué)結(jié)束后,對(duì)照班和實(shí)驗(yàn)班男、女生立定跳遠(yuǎn)、50米跑和一分鐘跳繩均有非常顯著性和顯著性提高(P0.01,P0.05),且在實(shí)驗(yàn)班男、女生的提高較對(duì)照班顯著(P0.05)。研究結(jié)論與建議:結(jié)論:(1)小學(xué)2-6年級(jí)走扁帶教學(xué)體系及內(nèi)容設(shè)計(jì)是合理的,教學(xué)實(shí)驗(yàn)說(shuō)明大多數(shù)學(xué)生喜歡走扁帶并能學(xué)會(huì)走扁帶的技術(shù)要領(lǐng)。(2)相對(duì)于常規(guī)教學(xué),融入走扁帶內(nèi)容的體育教學(xué)更能促進(jìn)小學(xué)生靈敏、平衡、下肢力量、速度、耐力等素質(zhì)的發(fā)展。建議:(1)小學(xué)體育教學(xué)融入走扁帶對(duì)提高小學(xué)生體質(zhì)有促進(jìn)作用,建議教育主管部門制定相關(guān)試點(diǎn)教學(xué)政策讓走扁帶進(jìn)入小學(xué)體育課堂。(2)為促進(jìn)走扁帶在小學(xué)體育教學(xué)中的推廣,應(yīng)盡快出版相關(guān)走扁帶教程。
[Abstract]:Research purposes: According to the requirements of pupils'physical fitness development and pupils' physical and mental characteristics in the standard of physical fitness, and according to the form and function of the flat belt, this paper discusses the content of the flat belt and the influence of the flat belt on pupils'physical fitness. Based on the literature of flat belt walking, interviewed the experts, professors and professional athletes in the leading area of flat belt walking, determined the content of flat belt walking in primary school physical education, and investigated the rationality of teaching content and schedule through questionnaires. (2) The experimental method selected two classes of Grade 2 of Kemu Xq Primary School in Tianhe District of Guangzhou as the experimental subjects. The control class had normal physical education contents and 40 minutes extracurricular activities every day. The experimental class had 15 minutes of flat belt walking and 40 minutes of flat belt walking on the basis of normal physical education. The experimental intervention was carried out for 12 weeks. Height, weight, vital capacity and cross quadrant jumping were carried out at the end of 4, 8 and 12 weeks respectively. Walking balance beam, standing on one foot with closed eyes, flat belt standing on one foot, standing long jump, 50 meters running, one minute rope skipping test, the results of the test were statistically analyzed by SPSS 19.0. The results showed that: (1) Among 130 teachers surveyed, 90% thought that "theory-skills-required quality exercises" as the main line to construct the teaching of 2-6 grade walking flat belt in primary schools. 92.31% of the teachers believed that the teaching content and progress of the flat belt walking in the experimental class and the arrangement of the content of the flat belt walking in extracurricular sports activities were reasonable. (2) After the experimental teaching, 66.67% of the experimental class, 71.43% and 61.91% of the students thought that the flat belt walking was interesting, safe and not too difficult; 71.43% of the students liked to integrate the flat belt into the primary school. (3) After 12 weeks of experimental teaching, the vital capacity of male and female students in control class and experimental class increased significantly (P 0.05), but there was no significant difference between male and female students in control class and experimental class (P 0.05). After the end of teaching, the cross-quadrant jump time of the control class and the experimental class was significantly and very significantly reduced (P There was no significant difference between boys and girls in the control group (P At the same time, male and female students in the experimental group stand on one foot from the 4th weekend showed significant improvement (P 0.05), and in the 8th weekend, 12th weekend compared with the control class male, female students have very significant improvement (P 0.01). (5) After 12 weeks of experimental teaching, the control class and experimental class male, female students stand long jump, 50 meters running and one minute jump. The results showed that: (1) The teaching system and content design of flat belt walking in grade 2-6 of primary school were reasonable, and the teaching experiment showed that most students liked to walk flat belt and could learn the technical essentials of flat belt walking. (2) Compared with the conventional teaching, the integration of flat belt into physical education can promote the development of pupils'agility, balance, lower limb strength, speed, endurance and other qualities. Suggestions: (1) The integration of flat belt into physical education in primary schools can promote the improvement of pupils' physique. It is suggested that the competent education departments formulate relevant experimental teaching policies to let the flat belt into small ones. (2) In order to promote the popularization of the flat belt in primary school physical education, we should publish the related courses as soon as possible.
【學(xué)位授予單位】：廣州體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.8

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