小学武术情境教学的实验研究
发布时间：2019-01-24 20:56
【摘要】：武术是国粹,需要我们传承与发展,面对武术现存的诸多困境,结合情境教学丰富的实验研究基础,该研究以提高小学生武术学习兴趣为核心,运用情境教学法对小学武术教学进行实验研究,以期提高教学质量和学生学习武术的兴趣,使小学武术课真正符合学生的身心特点,进而为更进一步地推动学校武术课程的开展提供参考和实验支撑。本研究采取以实验法为核心,以文献资料法为基础,以课堂观察法、问卷调查法和访谈法为检验手段,以数理统计法为实验结果的统计与检测标准的方法进行深入细致的研究。实验过程中主要选取上海市浦东观澜小学三(2)班和三(3)班及杨浦六一小学四(2)班和四(5)班学生为研究对象。其中实验为期4个月,采取一周1次,一次1课时,共约16课时,整个实验过程采取相同授课内容、时间和周期,不同授课老师进行授课。从情境教学研究现状着手,根据武术教学、小学生的身心发展、教育学和教育心理学等特点,得出:实施武术情境教学以“心理学、现代教育心理学和从脑科学中找出理论依据”为理论基础;以“主动性、感悟性、创造性、教育性和实践性”为实施原则;以“创设——进入——体验——再现”为具体操作程序;以“视听情境、生活情境、故事情境和角色扮演情境”为实施类型。最终形成武术情境教学法的概念,即:是指在武术课堂教学中,创设与武术课堂教学内容密切相关的生活、视听、角色扮演和故事等情境,达到提高学生的学习兴趣、主动参与程度和对武术文化及情感认知能力教学效果的一种教学方法。研究结果表明:(1)武术情境教学法能提高学生学习武术的兴趣;(2)能提高学生课堂参与的积极性;(3)能提高学生对武术知识与技能的掌握;(4)能提高学生主动进行武术自主学习活动的积极性;(5)能提高学生学习的效果;(6)能促进学生的健康发展,使其充满自信,知礼懂礼;(7)能提高学生自我展示武术学习内容的积极性和意识;(8)能优化教师的教学方法,丰富武术教学内容。建议:武术情境教学实施者要有责任心和夯实的综合知识水平;设置教学内容和情境时要简单、合理、标新立异;设计方案要有明确的教学目的;要做到师生共发展;实施者要懂得临时调配的重要性。
[Abstract]:Wushu is the quintessence of our country, which needs us to inherit and develop. In the face of many difficulties existing in Wushu, combining with the rich experimental research foundation of situational teaching, this research focuses on improving the interest of primary school students in learning Wushu. In order to improve the teaching quality and students' interest in learning martial arts, the situational teaching method is used to carry out an experimental study on the teaching of martial arts in primary schools, so that the martial arts courses in primary schools can truly conform to the students' physical and mental characteristics. Furthermore, it provides reference and experimental support for further promoting the development of school martial arts curriculum. This research takes the experimental method as the core, the literature method as the foundation, the classroom observation method, the questionnaire survey method and the interview method as the examination method, and takes the mathematical statistics method as the experimental result statistics and the detection standard method to carry on the thorough and meticulous research. Class 3 (2) and Class 3 (3) and Class 4 (2) and Class 4 (5) of Guanlan Primary School in Pudong, Shanghai, were selected. The experiment lasts for 4 months and takes one class once a week for about 16 hours. The whole experiment process adopts the same teaching content, time and cycle, and different teaching teachers teach. According to the characteristics of Wushu teaching, pupils' physical and mental development, pedagogy and educational psychology, it is concluded that the implementation of Wushu situational teaching is psychological. Modern educational psychology and finding out the theoretical basis from the brain science "as the theoretical basis;" Taking "initiative, sense of understanding, creativity, education and practice" as the implementing principle, "creating-entering-experiencing-reproducing" as the concrete operation procedure; The implementation types are audio-visual situation, life situation, story situation and role-playing situation. Finally, the concept of Wushu situational teaching method is formed, that is, in Wushu classroom teaching, the creation of life, audiovisual, role-playing and story situations which are closely related to Wushu classroom teaching content can enhance students' interest in learning. The degree of active participation and the teaching effect of Wushu culture and emotional cognitive ability. The results show that: (1) Wushu situational teaching method can improve students' interest in learning Wushu; (2) it can improve students' enthusiasm for participating in class; (3) it can improve students' mastery of Wushu knowledge and skills. (4) it can improve the enthusiasm of students to take the initiative in Wushu autonomous learning activities, (5) can improve the effect of students' learning, (6) can promote the healthy development of students, make them full of self-confidence, know the etiquette and know the etiquette; (7) it can improve students' enthusiasm and consciousness of self-demonstration of Wushu learning content, (8) it can optimize teachers' teaching methods and enrich Wushu teaching contents. It is suggested that the implementers of Wushu situational teaching should have a sense of responsibility and a solid level of comprehensive knowledge, be simple, reasonable and innovative in setting up teaching contents and situations, have a clear teaching purpose in the design scheme, and achieve the common development of teachers and students. Implementers should understand the importance of temporary deployment.
【学位授予单位】：上海体育学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.8
[Abstract]:Wushu is the quintessence of our country, which needs us to inherit and develop. In the face of many difficulties existing in Wushu, combining with the rich experimental research foundation of situational teaching, this research focuses on improving the interest of primary school students in learning Wushu. In order to improve the teaching quality and students' interest in learning martial arts, the situational teaching method is used to carry out an experimental study on the teaching of martial arts in primary schools, so that the martial arts courses in primary schools can truly conform to the students' physical and mental characteristics. Furthermore, it provides reference and experimental support for further promoting the development of school martial arts curriculum. This research takes the experimental method as the core, the literature method as the foundation, the classroom observation method, the questionnaire survey method and the interview method as the examination method, and takes the mathematical statistics method as the experimental result statistics and the detection standard method to carry on the thorough and meticulous research. Class 3 (2) and Class 3 (3) and Class 4 (2) and Class 4 (5) of Guanlan Primary School in Pudong, Shanghai, were selected. The experiment lasts for 4 months and takes one class once a week for about 16 hours. The whole experiment process adopts the same teaching content, time and cycle, and different teaching teachers teach. According to the characteristics of Wushu teaching, pupils' physical and mental development, pedagogy and educational psychology, it is concluded that the implementation of Wushu situational teaching is psychological. Modern educational psychology and finding out the theoretical basis from the brain science "as the theoretical basis;" Taking "initiative, sense of understanding, creativity, education and practice" as the implementing principle, "creating-entering-experiencing-reproducing" as the concrete operation procedure; The implementation types are audio-visual situation, life situation, story situation and role-playing situation. Finally, the concept of Wushu situational teaching method is formed, that is, in Wushu classroom teaching, the creation of life, audiovisual, role-playing and story situations which are closely related to Wushu classroom teaching content can enhance students' interest in learning. The degree of active participation and the teaching effect of Wushu culture and emotional cognitive ability. The results show that: (1) Wushu situational teaching method can improve students' interest in learning Wushu; (2) it can improve students' enthusiasm for participating in class; (3) it can improve students' mastery of Wushu knowledge and skills. (4) it can improve the enthusiasm of students to take the initiative in Wushu autonomous learning activities, (5) can improve the effect of students' learning, (6) can promote the healthy development of students, make them full of self-confidence, know the etiquette and know the etiquette; (7) it can improve students' enthusiasm and consciousness of self-demonstration of Wushu learning content, (8) it can optimize teachers' teaching methods and enrich Wushu teaching contents. It is suggested that the implementers of Wushu situational teaching should have a sense of responsibility and a solid level of comprehensive knowledge, be simple, reasonable and innovative in setting up teaching contents and situations, have a clear teaching purpose in the design scheme, and achieve the common development of teachers and students. Implementers should understand the importance of temporary deployment.
【学位授予单位】：上海体育学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.8
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