本文選題：中學(xué)生　切入點(diǎn)：校園足球教材　出處：《山西師范大學(xué)》2016年碩士論文

【摘要】：我國青少年校園足球活動(dòng)至今已走過了六年多的發(fā)展歷程,在國家政策的推動(dòng)下,校園足球活動(dòng)取得了可喜的成績,足球人口及校園足球特色學(xué)校逐年增加。隨著人教版中小學(xué)校園足球教材的出版校園足球教學(xué)又迎來了新的挑戰(zhàn),在這部教材出版之前,多數(shù)地區(qū)及學(xué)校并未按照要求開展足球課程的教學(xué),多數(shù)學(xué)生的足球基礎(chǔ)知識及專項(xiàng)技能較差。而教材的設(shè)計(jì)與使用必須要考慮知識技能的層級銜接關(guān)系,當(dāng)前校園足球的現(xiàn)實(shí)情況卻是各年級同步開始,缺少層級發(fā)展過程可能會使中學(xué)生在完成初中教材基本內(nèi)容時(shí)有一定難度,而基礎(chǔ)性較強(qiáng)的三四年級、五六年級教材在初中初期教學(xué)中會更有利于層級關(guān)系的構(gòu)建。對于完成教學(xué)任務(wù)、提高知識技能水平、打下堅(jiān)實(shí)足球知識技能基礎(chǔ),提高參與足球活動(dòng)興趣和運(yùn)動(dòng)能力更有實(shí)效性。本文研究方法主要有文獻(xiàn)資料法、專家訪談法、問卷調(diào)查法、實(shí)驗(yàn)法、數(shù)理統(tǒng)計(jì)法、邏輯分析法,對山西省臨汾市初一年級3個(gè)班150名學(xué)生進(jìn)行了調(diào)查。研究結(jié)論：受試者對不同層級教材內(nèi)容難易度及內(nèi)容編排適應(yīng)性方面,二級教材優(yōu)于三級教材,三級教材優(yōu)于四級教材；在不同層級教材語言表達(dá)難易度方面,不同層級教材試用者對該項(xiàng)目適應(yīng)性均較好,人教版校園足球教材在語言表達(dá)設(shè)計(jì)方面簡潔精煉、通俗易懂,更易于理解。受試者對于“比一比、練一練”“三維圖示”、“二維碼教學(xué)視頻”、“學(xué)練提示”喜愛度相對較高,認(rèn)為它們對學(xué)練作用相對較大,對于文字?jǐn)⑹鲂缘摹爸匾拍睢�、“知識窗”喜愛度相對較低,認(rèn)為其對學(xué)練作用相對較��；受試者對不同層級教材室外課技戰(zhàn)術(shù)學(xué)習(xí)適應(yīng)性方面,二級教材優(yōu)于三級教材,三級教材優(yōu)于四級教材。論文建議：教學(xué)初期可以參考人教版校園足球二級教材進(jìn)行初級階段的基礎(chǔ)性教學(xué),待學(xué)生技能水平達(dá)到一定高度后再逐步利用三級教材進(jìn)行過度,之后再進(jìn)行四級教材的學(xué)習(xí),以此來提高初中生對中小學(xué)校園足球教材的適應(yīng)性；考核應(yīng)淡化名次觀,采用多元化評價(jià)模式；學(xué)校應(yīng)為體育課堂教學(xué)努力創(chuàng)設(shè)條件：學(xué)生在使用教材時(shí)應(yīng)綜合利用好各版面內(nèi)容。
[Abstract]:The youth campus football activities in China have gone through more than six years of development. Under the promotion of national policies, the campus football activities have made gratifying achievements, and the number of football people and the schools with campus football characteristics have increased year by year.With the publication of the school football textbook for primary and secondary schools, the teaching of football on campus is facing a new challenge. Before the publication of this textbook, most regions and schools did not carry out the teaching of football courses as required.Most students have poor basic knowledge and special skills in football.However, the design and use of textbooks must take into account the hierarchical connection of knowledge and skills, but the reality of campus football is the synchronous start of each grade.The lack of hierarchical development process may make it difficult for middle school students to complete the basic contents of junior high school textbooks, while the teaching materials of grade 5 and grade 6, which have a strong foundation, will be more conducive to the construction of hierarchical relationship in the initial teaching of junior high school.It is more effective to complete the teaching task, improve the level of knowledge and skills, lay a solid foundation of football knowledge and skills, and improve the interest and ability to participate in football activities.In this paper, 150 students in three classes of grade one in Linfen City, Shanxi Province, were investigated by the methods of literature, expert interview, questionnaire, experiment, mathematical statistics and logic analysis.Conclusion: in terms of the content difficulty and content arrangement adaptability of different levels of teaching materials, the secondary textbooks are superior to the third-level textbooks, the third-level textbooks are superior to the four-level textbooks, and the different levels of teaching materials are more difficult to express in terms of language expression.The students with different levels of teaching materials have better adaptability to the project. The teaching materials of campus football are succinct, easy to understand and easy to understand in terms of language expression and design.The subjects had a relatively high degree of love for "compare, practice and practice", "three-dimensional graphics", "two-dimension code teaching video", "learning and practice hints", and considered that they played a relatively larger role in learning and practicing, and were "important concepts" for descriptive characters.The "knowledge window" has a relatively low degree of love, which is considered to have a relatively small effect on learning and practice. In terms of the subjects' adaptability to the techniques and tactics of outdoor classes in different levels of teaching materials, the second-level textbooks are superior to the third-level textbooks, and the third-level textbooks are superior to the four-level textbooks.The paper suggests that at the beginning of the teaching, we can refer to the secondary teaching material of campus football for the elementary stage of basic teaching, and then make use of the three-level teaching material to carry out excessive teaching after the students' skill level reaches a certain height.In order to improve the adaptability of junior high school students to the campus football teaching materials, the assessment should desalinate the view of rank and order, and adopt a diversified evaluation model in order to improve the adaptability of junior high school students to football teaching materials.Schools should create conditions for PE classroom teaching: students should make comprehensive use of each page when using teaching materials.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.96

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