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

【摘要】：我國青少年校園足球活動至今已走過了六年多的發(fā)展歷程,在國家政策的推動下,校園足球活動取得了可喜的成績,足球人口及校園足球特色學校逐年增加。隨著人教版中小學校園足球教材的出版校園足球教學又迎來了新的挑戰(zhàn),在這部教材出版之前,多數(shù)地區(qū)及學校并未按照要求開展足球課程的教學,多數(shù)學生的足球基礎知識及專項技能較差。而教材的設計與使用必須要考慮知識技能的層級銜接關系,當前校園足球的現(xiàn)實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生在完成初中教材基本內容時有一定難度,而基礎性較強的三四年級、五六年級教材在初中初期教學中會更有利于層級關系的構建。對于完成教學任務、提高知識技能水平、打下堅實足球知識技能基礎,提高參與足球活動興趣和運動能力更有實效性。本文研究方法主要有文獻資料法、專家訪談法、問卷調查法、實驗法、數(shù)理統(tǒng)計法、邏輯分析法,對山西省臨汾市初一年級3個班150名學生進行了調查。研究結論：受試者對不同層級教材內容難易度及內容編排適應性方面,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難易度方面,不同層級教材試用者對該項目適應性均較好,人教版校園足球教材在語言表達設計方面簡潔精煉、通俗易懂,更易于理解。受試者對于“比一比、練一練”“三維圖示”、“二維碼教學視頻”、“學練提示”喜愛度相對較高,認為它們對學練作用相對較大,對于文字敘述性的“重要概念”、“知識窗”喜愛度相對較低,認為其對學練作用相對較��；受試者對不同層級教材室外課技戰(zhàn)術學習適應性方面,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：教學初期可以參考人教版校園足球二級教材進行初級階段的基礎性教學,待學生技能水平達到一定高度后再逐步利用三級教材進行過度,之后再進行四級教材的學習,以此來提高初中生對中小學校園足球教材的適應性；考核應淡化名次觀,采用多元化評價模式；學校應為體育課堂教學努力創(chuàng)設條件：學生在使用教材時應綜合利用好各版面內容。
[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.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.96

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