普通高中篮球选项课中运用体验式教学法的实验研究

发布时间：2018-03-16 16:41

本文选题：高中体育与健康课　切入点：体验式教学法　出处：《苏州大学》2015年硕士论文　论文类型：学位论文

【摘要】：自2001年国家启动的新一轮体育与健康课程以来,十多年来,中小学体育与健康课堂发生了可喜的变化,取得了一定的成效。伴随着2011版课标的出台和实施,体验式教学法以一种全新的姿态在各个课堂中展开,同时也被体育与健康课所采用。体验式教学法一改传统式教学的学生被动式接受,更加关注学生的主体意识,通过教师主导,学生主体的形式,让学生在真实或虚拟的环境中通过体验去感知、理解、领悟、验证教学内容,使学生在获取知识的同时做到观念、判断、技能的自主形成与主动掌握。这对学生掌握体育锻炼技能,培养终身体育意识都有积极的作用。然而体验式教学法的运用能否达成体育与健康课程的目标,能否提高体育与健康课的有效性,缺乏着实验支持,为此,本研究试图通过在高中篮球选项课教学中运用体验式教学法来探讨体验式教学法能否改善学生的锻炼态度、激发学生的运动情境参与动机、促进学生运动技能的掌握和提高学生的身体素质,来获得是否能提高体育与健康课程的有效性的实验支持,同时也为丰富现有的教学方法,为高中体育与健康课程的改革提供参考。本文运用了文献资料法、实验法、问卷调查法、数理统计法、逻辑分析法等研究方法进行了深入而细致的研究,得出如下研究结论:1.高中篮球选项课中运用体验式教学法能够陶冶高中生的情感,净化他们的心灵;能够使学生在体育与健康课的学习中获得良好的暗示或启迪;有利于培养学生对事物的正确认识;有利于激发学生的学习兴趣;能够帮助学生学会学习从而使学生逐步养成自我学习、自主锻炼的行为习惯。2.实验结果表明,实验班在篮球专项技能的三个指标测试中与对照班之间均存在显著性差异,说明体验式教学方法能够较好的提高学生的篮球技能水平,对学生运动技能的掌握起到了有效的促进作用。3.调查结果显示,能客观反映学生锻炼态度的8个维度,除行为习惯,主观标准外,其余6个维度:行为态度、目标态度、行为认知、行为意向、情感体验、行为控制感的数据以及能客观反映学生运动情境动机的:内部动机、缺乏动机。实验后,实验班与对照班之间的差异显著。反映出高中篮球选项课中运用体验式教学法能有效的改善高中生的锻炼态度;激发学生的运动情境动机,对促进学生的运动参与程度及培养积极的自我价值感有着积极的影响。4.实验结果反映出,学生的立定跳远、50米跑、双手头上掷实心球的成绩明显提高,实验后,实验班与对照班之间有显著差异。说明高中篮球选项课中运用体验式教学法后锻炼态度的改善,运动情境动机的激发促进了学生学习的主动性和自觉性从而提高了学生的身体素质。
[Abstract]:Since 2001, a new round of physical education and health courses has been launched by the state. In the past ten years, the physical education and health classes in primary and secondary schools have undergone gratifying changes and achieved certain results. With the introduction and implementation of the 2011 edition of curriculum standards, The experiential teaching method is carried out in each classroom with a brand new attitude, and it is also adopted in the physical education and health class. The students who change the experiential teaching method into the traditional teaching method accept it in a passive way, and pay more attention to the students' subjective consciousness. Through teacher-led, student-oriented form, let students in the real or virtual environment through experience to perceive, understand, understand, verify the teaching content, so that students in the acquisition of knowledge at the same time to achieve concept, judgment, The autonomous formation and active mastering of skills have a positive effect on students' mastering physical training skills and cultivating life-long physical education consciousness. However, can the use of experiential teaching method achieve the goal of physical education and health course, There is a lack of experimental support to improve the effectiveness of physical education and health courses. Therefore, this study attempts to explore whether experiential teaching methods can improve students' exercise attitude by using experiential teaching methods in the teaching of elective basketball courses in senior high schools. To stimulate students' motivation to participate in sports situations, to promote students' motor skills and to improve students' physical fitness, to obtain experimental support to improve the effectiveness of physical education and health courses, and to enrich the existing teaching methods. This paper makes a deep and detailed study on the methods of literature, experiment, questionnaire, mathematical statistics, logic analysis, and so on, for the reform of physical education and health curriculum in senior high school. The conclusions are as follows: 1. The use of experiential teaching method in high school basketball elective class can cultivate high school students' emotion, purify their hearts, make students get good suggestion or inspiration in the study of physical education and health class; It is helpful to cultivate students' correct understanding of things, to stimulate students' interest in learning, to help students learn to learn and to enable students to gradually develop the habit of self-learning and self-exercise. 2. The results of the experiment show that, There were significant differences between the experimental class and the control class in the three indexes of basketball specific skills, which indicated that the experiential teaching method could improve the basketball skill level of the students. The results show that 8 dimensions can objectively reflect the students' exercise attitude, except behavior habit and subjective standard, the other 6 dimensions are: behavior attitude, goal attitude, and so on. Behavioral cognition, behavioral intention, emotional experience, data of behavior control, and internal motivation, lack of motivation, which can objectively reflect the motivation of students' sports situation. The difference between the experimental class and the control class is significant, which reflects that the experiential teaching method can effectively improve the exercise attitude of senior high school students in the selective basketball class, and stimulate the students' motivation of sports situation. It has a positive effect on promoting students' participation in sports and cultivating a positive sense of self-worth. 4. The results of the experiment show that the students' standing long jump and 50 meters running, the results of throwing solid ball on the head of both hands are obviously improved, and after the experiment, There were significant differences between the experimental class and the control class. The stimulation of sports situational motivation promotes students' initiative and consciousness in learning and thus improves students' physical quality.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.96

【参考文献】