跑跳类体育游戏对三四年级小学生下肢快速力量影响的实验研究

发布时间：2018-04-30 05:32

本文选题：体育游戏 + 小学生　；参考：《广州体育学院》2017年硕士论文

【摘要】：快速力量是速度力量的一种,是大多数体育项目的重要素质基础。发展学生奔跑和跳跃能力,增强下肢力量是学生提高身体素质的基础。体育教学中小学生注意力易分散,不集中,传统的跑跳练习一步步教给学生,教学内容和形式过于单一,教学方法缺乏创新性和趣味性,学生容易产生枯燥乏味的感觉,难以体会到学习的乐趣和运动参与的积极性。跑跳类体育游戏教学干预,结合了小学生的身心特点,将奔跑和跳跃游戏融入到发展小学生运动技能中去,增强学生学习兴趣,提高学生课堂中的注意力和积极性,以实现教学效果和目标。本文把跑跳类体育游戏运用到发展身体素质类项目教学中,并通过学习跑跳类体育游戏,提高小学生下肢快速力量。对跑跳类体育游戏与发展学生快速力量之间的关系进行实验研究,找出适合提高小学生下肢快速力量的教学方法和体育游戏教学内容,使其在以后的体育教学活动中能够得到应用和推广。本文采用文献资料法、专家访谈法、问卷调查法、实验法、数理统计法等研究方法,以广州市南国学校小学部三(1)、三(3)、四(2)、四(3)四个班级作为实验对象,实验班采用跑跳类体育游戏教学,对照班采用常规体育教学,进行为期三个月(36课时)的教学实验。通过对实验班和对照班学生在实验前后下肢快速力量运动学评价指标进行对比分析,并发放小学生体育学习兴趣评价量表对实验前后学生体育学习兴趣变化情况进行分析。实验结果表明:1、经过为期3个月的教学实验后,三四年级实验班学生的原地纵跳摸高、立定跳远、50米跑、1分钟跳绳、T字折返跑在实验前后均具有非常显著性差异。对照班在实验前后立定跳远、T字折返跑无显著性差异,而原地纵跳摸高、50米跑、1分钟跳绳在一定程度上达到了显著性差异,对照班成绩增长幅度明显低于实验班。2、在体育学习兴趣水平的问卷调查中,经过三个月的教学实验后,三四年级实验班在实验后运动参与程度、体育学习积极兴趣、体育学习消极兴趣、关注体育程度四个维度上均具有非常显著性差异。对照班的运动参与程度、体育学习积极兴趣、体育学习消极兴趣三个维度在实验前后无显著性差异;关注体育程度达到了显著性差异,但其增长幅度明显低于实验班。由此得出以下结论:1、跑跳类体育游戏是以奔跑和跳跃为主要形式和内容的游戏,游戏的针对性以及趣味性等促进了学生的运动参与和学习兴趣,使学生积极参与体育教学活动中,练习运动负荷加大,对发展下肢快速力量有积极作用。2、跑跳类体育游戏教学和常规体育教学对三四年级小学生的下肢快速力量的发展都有一定的促进作用,但跑跳类体育游戏具有显著的促进作用,其教学效果优于传统体育教学。3、跑跳类体育游戏对提高三四年级学生的体育学习兴趣有积极的影响,促进了三四年级学生体育学习的积极性。
[Abstract]:The fast strength is one kind of speed strength, is the important quality foundation of most sports. Developing students' ability of running and jumping and strengthening the strength of lower limbs are the basis of improving students' physical quality. The attention of primary and middle school students in physical education is easy to be scattered and not concentrated, the traditional running and jumping exercises teach students step by step, the teaching contents and forms are too single, the teaching methods are lack of innovation and interest, and the students tend to have a dull feeling. Difficult to understand the fun of learning and the enthusiasm of sports participation. The teaching intervention of running and jumping sports games combines the physical and mental characteristics of pupils, integrates the running and jumping games into the development of pupils' sports skills, enhances the students' interest in learning, and enhances the students' attention and enthusiasm in the classroom. In order to achieve teaching results and goals. This paper applies the sports games of running and jumping to the teaching of developing physical fitness, and improves the fast strength of the lower limbs of pupils by learning the sports games of running and jumping. This paper makes an experimental study on the relationship between running and jumping sports games and the development of students' fast strength, and finds out the teaching methods and contents of sports games that are suitable for improving the fast strength of the lower limbs of pupils. So that it can be applied and popularized in the future physical education activities. This paper adopts the methods of literature, expert interview, questionnaire investigation, experiment, mathematical statistics and so on, and takes four classes in the primary school department of Nanguo School in Guangzhou as experimental objects. The experimental class adopts the sports game teaching of running and jumping, and the control class adopts the routine physical education teaching, carries on the teaching experiment for three months and 36 class hours. Through the comparative analysis of the lower limb rapid strength kinematics evaluation indexes between the experimental class and the control class, the changes of students' sports learning interest before and after the experiment were analyzed by issuing the elementary school students' sports learning interest evaluation scale. The experimental results show that after 3 months of teaching experiment, the students in the experimental class of grade 3 and 4 have a very significant difference before and after the experiment. There was no significant difference between the control class before and after the experiment, but there was no significant difference between the standing long jump and T character reverse running, but the jump in situ reached a significant difference in the first minute of jumping rope in the 50m high race, to some extent, there was no significant difference between the two groups. The growth rate of the control class was obviously lower than that of the experimental class. In the questionnaire survey of the level of interest in physical education learning, after three months of teaching experiment, the experimental class of grade 3 and grade 4 participated in the exercise after the experiment, and the positive interest in the study of physical education was found. There are significant differences in the four dimensions of negative interest in physical education and attention to the degree of physical education. There was no significant difference in the three dimensions of sports participation, positive interest in physical learning and negative interest in physical learning before and after the experiment, but the degree of attention to physical education reached a significant difference, but the increase was obviously lower than that in the experimental class. From this, we can draw the following conclusion: running and jumping sports games are games in which running and jumping are the main forms and contents. The pertinence and interest of the games promote the students' participation and interest in sports. Make students actively participate in physical education activities, exercise load increased, It has a positive effect on the development of lower extremity fast strength. The teaching of running and jumping sports games and routine physical education can promote the development of lower extremity rapid strength of grade 3 and grade 4 pupils, but the sports games of running and jumping classes have significant promoting effects. Its teaching effect is better than that of traditional physical education. The sports games of running and jumping have a positive effect on improving the students' interest in physical education and promote the enthusiasm of the third and fourth graders.
【学位授予单位】：广州体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.8

【参考文献】