合作學(xué)習(xí)法在高中足球教學(xué)中的實(shí)驗(yàn)研究
發(fā)布時(shí)間：2018-11-07 20:32
【摘要】：隨著我國(guó)中學(xué)體育教學(xué)改革的不斷深入,圍繞體育教學(xué)方法變革與創(chuàng)新的研究一直是理論研究的熱點(diǎn)與難點(diǎn),研究成果日漸豐富,越來(lái)越多的新興教學(xué)方法被運(yùn)用到中學(xué)體育教學(xué)中,合作學(xué)習(xí)法作為中學(xué)體育教學(xué)課程改革所提倡的重要學(xué)習(xí)方式之一,近年來(lái)在中學(xué)體育教學(xué)中得到了初步運(yùn)用。本研究以文獻(xiàn)資料法、專家訪談法、問(wèn)卷調(diào)查法、數(shù)理統(tǒng)計(jì)學(xué)、教學(xué)實(shí)驗(yàn)法等研究方法;以濮陽(yáng)市中原油田第一高級(jí)中學(xué)高二(9)班和高二(10)班兩個(gè)自然班學(xué)生作為實(shí)驗(yàn)對(duì)象;隨即分為實(shí)驗(yàn)班、對(duì)照班,分別進(jìn)行為期16周、每周2個(gè)學(xué)時(shí)的合作學(xué)習(xí)法教學(xué)、傳統(tǒng)教學(xué)法教學(xué),兩個(gè)班級(jí)的教學(xué)內(nèi)容、教學(xué)課時(shí)完全相同,但對(duì)其所采取的教學(xué)方法不同。通過(guò)實(shí)驗(yàn)前后身體素質(zhì)、足球技術(shù)、非認(rèn)知能力、教學(xué)效果等內(nèi)容的測(cè)試和調(diào)查,進(jìn)行教學(xué)實(shí)驗(yàn)的比較研究。旨在比較高中足球教學(xué)中運(yùn)用合作學(xué)習(xí)法與傳統(tǒng)教學(xué)法教學(xué)效果的差異,了解合作學(xué)習(xí)法在提升學(xué)生身體素質(zhì)、足球技術(shù)、非認(rèn)知能力及教學(xué)效果等方面的效果,為高中足球教學(xué)運(yùn)用合作學(xué)習(xí)法提供理論依據(jù)。通過(guò)對(duì)實(shí)驗(yàn)數(shù)據(jù)和調(diào)查結(jié)果的對(duì)比分析,本研究得出結(jié)論如下:1、在高中足球教學(xué)中運(yùn)用合作學(xué)習(xí)法和傳統(tǒng)教學(xué)法都能提高學(xué)生的身體素質(zhì),并且兩種教學(xué)方法在學(xué)生身體素質(zhì)指標(biāo)提高方面沒(méi)有顯著性差異。2、在高中足球教學(xué)中運(yùn)用合作學(xué)習(xí)法和傳統(tǒng)教學(xué)法都能有效地提高學(xué)生的足球技術(shù),兩種教學(xué)方法對(duì)實(shí)驗(yàn)班和對(duì)照班學(xué)生的足球技術(shù)提高方面沒(méi)有顯著性差異。3、在非認(rèn)知能力方面,合作學(xué)習(xí)法的實(shí)驗(yàn)班學(xué)生在合作意識(shí)、競(jìng)爭(zhēng)意識(shí)、群體凝聚力上均顯著高于傳統(tǒng)教學(xué)法的對(duì)照班學(xué)生,出現(xiàn)顯著性差異。說(shuō)明運(yùn)用合作學(xué)習(xí)法在培養(yǎng)學(xué)生的合作意識(shí)、競(jìng)爭(zhēng)意識(shí)、群體凝聚力效果更好,更能提高學(xué)生的學(xué)習(xí)積極性,改善學(xué)生的學(xué)習(xí)態(tài)度。4、在實(shí)驗(yàn)后對(duì)學(xué)生進(jìn)行教學(xué)效果問(wèn)卷調(diào)查,實(shí)驗(yàn)班的學(xué)生對(duì)合作學(xué)習(xí)法的教學(xué)方式非常感興趣,對(duì)其評(píng)價(jià)效果更加滿意。根據(jù)上述的結(jié)論提出建議如下:1、改變教師的教學(xué)理念,提高自身綜合素質(zhì),學(xué)習(xí)并運(yùn)用合作學(xué)習(xí)法教學(xué)。只有高中體育教師自我充電,才能帶動(dòng)學(xué)生在體育鍛煉中發(fā)揮合作學(xué)習(xí)法的教學(xué)效果。2、開(kāi)展高中體育專項(xiàng)化,按照學(xué)生的喜好和學(xué)校條件,自主選項(xiàng),實(shí)施專項(xiàng)化的體育教學(xué),并由教師引導(dǎo)學(xué)生,掌握學(xué)生的學(xué)習(xí)情況,讓學(xué)生參與到合作學(xué)習(xí)法的教學(xué)中來(lái),真正體會(huì)到合作學(xué)習(xí)法給學(xué)生們帶來(lái)的作用和樂(lè)趣,改變學(xué)生“喜歡體育卻不喜歡體育課”現(xiàn)狀,幫助學(xué)生掌握1—2項(xiàng)可以伴隨終身的體育項(xiàng)目。
[Abstract]:With the deepening of physical education teaching reform in middle schools in China, the research on the reform and innovation of physical education teaching methods has been the hot and difficult point of theoretical research, and the research results are becoming more and more abundant. More and more new teaching methods have been applied to physical education teaching in middle schools. As one of the important learning methods advocated by the reform of physical education curriculum in middle schools, cooperative learning method has been applied preliminarily in physical education teaching in middle schools in recent years. In this study, literature, expert interviews, questionnaire survey, mathematical statistics, teaching experiments and other research methods; The second (9) and the second (10) natural classes of the second (9) and the second (10) classes of the first Senior Middle School of Zhongyuan Oilfield in Puyang City were taken as the experimental objects. The experiment class and the control class were divided into experimental class and control class for 16 weeks and 2 hours a week respectively. The traditional teaching method and the teaching content of the two classes were the same, but the teaching methods were different. Through the test and investigation of physical fitness, football technique, non-cognitive ability and teaching effect before and after the experiment, the comparative study of teaching experiment was carried out. The purpose of this paper is to compare the differences between the cooperative learning method and the traditional teaching method in high school football teaching, and to understand the effects of the cooperative learning method in improving the students' physical quality, football skills, non-cognitive ability and teaching effect. To provide a theoretical basis for the use of cooperative learning in football teaching in senior high school. Based on the comparative analysis of experimental data and investigation results, the conclusions are as follows: 1. The use of cooperative learning and traditional teaching methods in football teaching in senior high school can improve students' physical quality. And there is no significant difference between the two teaching methods in the improvement of students' physical fitness. 2. The use of cooperative learning and traditional teaching methods in high school football teaching can effectively improve the students' football skills. There was no significant difference between the two teaching methods in improving the football skills of the students in the experimental class and the control class. 3. In the aspect of non-cognitive ability, the students in the experimental class of the cooperative learning method had a sense of cooperation and a sense of competition. The group cohesion was significantly higher than that of the control class with traditional teaching method, and there was significant difference. The results show that the cooperative learning method can improve the students' cooperative consciousness, competitive consciousness, group cohesion, improve students' learning enthusiasm and improve students' learning attitude. The students in the experimental class are interested in the teaching method of cooperative learning and are more satisfied with the evaluation effect. According to the above conclusions, some suggestions are put forward as follows: 1. Change teachers' teaching idea, improve their own comprehensive quality, study and use cooperative learning method in teaching. Only if high school PE teachers recharge themselves, can they lead students to play the teaching effect of cooperative learning method in physical exercise. 2. Develop special sports programs in senior high schools, and make independent choices according to students' preferences and school conditions. Implement special physical education, guide students by teachers, master students' learning situation, let students participate in the teaching of cooperative learning method, and truly realize the role and pleasure that cooperative learning method brings to students. To change students'"like sports but not sports class" status quo, help students master 1-2 sports can be accompanied by lifelong sports.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.96
本文編號(hào)：2317496
[Abstract]:With the deepening of physical education teaching reform in middle schools in China, the research on the reform and innovation of physical education teaching methods has been the hot and difficult point of theoretical research, and the research results are becoming more and more abundant. More and more new teaching methods have been applied to physical education teaching in middle schools. As one of the important learning methods advocated by the reform of physical education curriculum in middle schools, cooperative learning method has been applied preliminarily in physical education teaching in middle schools in recent years. In this study, literature, expert interviews, questionnaire survey, mathematical statistics, teaching experiments and other research methods; The second (9) and the second (10) natural classes of the second (9) and the second (10) classes of the first Senior Middle School of Zhongyuan Oilfield in Puyang City were taken as the experimental objects. The experiment class and the control class were divided into experimental class and control class for 16 weeks and 2 hours a week respectively. The traditional teaching method and the teaching content of the two classes were the same, but the teaching methods were different. Through the test and investigation of physical fitness, football technique, non-cognitive ability and teaching effect before and after the experiment, the comparative study of teaching experiment was carried out. The purpose of this paper is to compare the differences between the cooperative learning method and the traditional teaching method in high school football teaching, and to understand the effects of the cooperative learning method in improving the students' physical quality, football skills, non-cognitive ability and teaching effect. To provide a theoretical basis for the use of cooperative learning in football teaching in senior high school. Based on the comparative analysis of experimental data and investigation results, the conclusions are as follows: 1. The use of cooperative learning and traditional teaching methods in football teaching in senior high school can improve students' physical quality. And there is no significant difference between the two teaching methods in the improvement of students' physical fitness. 2. The use of cooperative learning and traditional teaching methods in high school football teaching can effectively improve the students' football skills. There was no significant difference between the two teaching methods in improving the football skills of the students in the experimental class and the control class. 3. In the aspect of non-cognitive ability, the students in the experimental class of the cooperative learning method had a sense of cooperation and a sense of competition. The group cohesion was significantly higher than that of the control class with traditional teaching method, and there was significant difference. The results show that the cooperative learning method can improve the students' cooperative consciousness, competitive consciousness, group cohesion, improve students' learning enthusiasm and improve students' learning attitude. The students in the experimental class are interested in the teaching method of cooperative learning and are more satisfied with the evaluation effect. According to the above conclusions, some suggestions are put forward as follows: 1. Change teachers' teaching idea, improve their own comprehensive quality, study and use cooperative learning method in teaching. Only if high school PE teachers recharge themselves, can they lead students to play the teaching effect of cooperative learning method in physical exercise. 2. Develop special sports programs in senior high schools, and make independent choices according to students' preferences and school conditions. Implement special physical education, guide students by teachers, master students' learning situation, let students participate in the teaching of cooperative learning method, and truly realize the role and pleasure that cooperative learning method brings to students. To change students'"like sports but not sports class" status quo, help students master 1-2 sports can be accompanied by lifelong sports.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.96
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