小群体程序式教学模式的构建及其在羽毛球教学中的实验研究

发布时间：2018-05-12 23:41

本文选题：教学模式 + 小群体教学　；参考：《成都体育学院》2017年硕士论文

【摘要】：随着高校体育教学改革的不断推进,普通高校体育教学内容越来越丰富,教学手段和方式也越来越多样化。在羽毛球项目上,其在普通高校的推广程度和普及性也越来越高,逐渐成为了普通高校大学生最为喜欢和最受欢迎的体育运动项目之一。但由于羽毛球项目“易学难精”的特点以及传统羽毛球教学模式在教学方法和课堂教学组织上缺乏活力和趣味性,使得很多大学生在学习羽毛球的过程中容易出现“带着高昂的兴致走进来,挂着失望的表情走出去”的现象。为了解决这一问题,本文运用了文献资料法、问卷调查法、专家访谈法、数理分析法和教学实验法等研究方法,在前人对小群体和程序式教学模式的研究基础上,尝试将两种教学模式合理协调的融合在一起并运用到普通高校羽毛球公共体育课的教学实践中,通过教学实践来检验这种新的教学模式在羽毛球教学上运用的可行性和适用性,同时在实践中不断地发现问题和不足,并通过反复尝试和思考摸索来及时的寻找解决问题的办法,提出有效的修改建议及方案,使这种新的教学模式更加趋于完善,达到可操作、易执行、切合教学实际的目的。本文通过选取对照班和实验班进行教学实验,并通过实验前后测试数据的对比分析得出以下结果:1.通过对教学实验的前后测试对比,实验后实验班在四项羽毛球基本技术测试中的成绩包括增长量均大于对照班。同时,根据显著性分析结果表明,除正手发高远球技术外在其余三项技术中(正反手挑高远球、正手击高远球、正手吊高远球),实验班与对照班在实验后均有显著性差异。2.通过对教学实验的前后测试对比,实验前两班学生在四项羽毛球专项身体素质测试中的成绩均无显著性差异。实验后,在半场前后移动和边线折返跑两项测试中的成绩有显著性差异。而在30秒俯卧撑和1分钟双摇跳绳两项测试中的成绩并无显著性差异,但在实验前后的增长量上实验班均高过对照班。3.通过对实验后对两班学生进行综合能力的调查,实验班学生在自主学习能力、组织协调能力、团队协作能力、语言表达能力、沟通交流能力五个方面的综合能力自我积极感受程度百分比整体高于对照班。根据以上实验结果得出以下结论:1.小群体程序式教学模式相比于传统教学模式在羽毛球技术动作、专项身体素质等方面的教学效果上有一定优势,有利于学生轻松高效地进行学习,牢固掌握学习的内容。2.小群体程序式教学模式在对学生各方面综合能力的提升上有比较明显的效果,在传授知识的同时有效的培养了学生各方面的综合能力,这也是对传统教学模式普遍忽视学生能力培养的一种补充和加强。3.小群体程序式教学模式在高校羽毛球公共体育课的教学中具有可行性和适用性,符合现代素质教育的发展趋势和要求。
[Abstract]:With the development of the reform of physical education in colleges and universities, the content of physical education in colleges and universities is becoming more and more abundant, and the teaching methods and methods are becoming more and more diversified. In badminton, the popularization and popularization of badminton in colleges and universities is becoming more and more high, which has gradually become one of the most favorite and most popular sports for college students. However, due to the characteristics of the badminton project "easy to learn and difficult to be refined" and the lack of vitality and interest in the traditional badminton teaching mode in teaching methods and classroom teaching organization, In the process of studying badminton, many college students tend to come in with high interest and go out with disappointed expression. In order to solve this problem, this paper uses the methods of literature, questionnaire, expert interview, mathematical analysis and teaching experiment, on the basis of the previous research on small group and program teaching model. This paper attempts to combine the two teaching modes reasonably and harmoniously and apply them to the teaching practice of badminton public physical education in colleges and universities. The feasibility and applicability of this new teaching mode in badminton teaching are tested through teaching practice. At the same time, we constantly find problems and shortcomings in practice, and through repeated attempts and thoughts to find a timely solution to the problem, put forward effective suggestions and solutions to improve this new teaching model. To achieve operational, easy to implement, in line with the practical purpose of teaching. This article selects the control class and the experimental class to carry on the teaching experiment, and obtains the following result: 1 through the contrast analysis of the test data before and after the experiment. Through the comparison of the test before and after the teaching experiment, the scores of the experimental class in the four basic techniques of badminton were increased more than that of the control class after the experiment. At the same time, according to the results of significant analysis, the results show that there are significant differences between the experimental class and the control class in the other three techniques except forehand high distance ball technology (forehand high long ball, forehand hitting high long ball, forehand hanging high long ball), and the experimental class and the control class have significant differences after the experiment. Through the comparison of the test before and after the teaching experiment, there was no significant difference in the scores of the students of the first two classes in the four badminton special physical fitness tests. After the experiment, there were significant differences in the results of the two tests: before and after half time movement and back run. However, there was no significant difference in the scores of 30 second push-ups and 1 minute double rocking rope skipping test, but the growth of the experimental class was higher than that of the control class (.3.) before and after the experiment. Through the investigation of the students' comprehensive ability in the two classes after the experiment, the students in the experimental class are able to learn independently, organize and coordinate, cooperate as a team, and express their language. The percentage of self-positive feeling in the five aspects of communication ability was higher than that in the control class. Based on the above experimental results, the following conclusions are drawn: 1. Compared with the traditional teaching mode, the small group program teaching mode has some advantages in badminton technical movements, special physical fitness and so on, which is helpful for students to learn easily and efficiently, and to firmly grasp the content of learning. The small group program teaching mode has obvious effect on the improvement of students' comprehensive ability in all aspects. It can effectively cultivate the students' comprehensive ability while imparting knowledge. This is also a supplement and strengthening to the traditional teaching mode which neglects the cultivation of students' ability. The small group program teaching mode has the feasibility and the applicability in the university badminton public physical education teaching, conforms to the modern quality education development tendency and the request.
【学位授予单位】：成都体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G847-4

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