体育大课程“练”载体研究

发布时间：2018-07-04 20:16

本文选题：学校体育 + 体育课程　；参考：《重庆师范大学》2016年硕士论文

【摘要】：1985年后,我国对青少年体质健康进行多次调研,结果显示青少年的体质一直呈下降趋势,学生的体质与健康问题越来越受到人们的关注和重视。更好地发挥学校体育功能是提升学生身体素质的有效方法,其本质是运动方法的教授,运动兴趣的培养,运动技能的获得和运动习惯的养成。十八大《决定》对学校体育做了新的要求,以前为解决学生体质下滑问题的方法不恰当,路径走不通,需要寻找合适的路径与方法。而如今体育课堂上出现如“淡化运动技能”、“放羊式”倾向的教学,忽略学生运动技能的获得,学生失去参与到运动中的技能依托;再如高年级体育课基本上是低年级体育课的延续和重复,从小学一年级到高中毕业经过12年1260个学时的体育课学习后,在内容上没有大的改变,也很难学会某项运动技能,导致学生对体育课堂厌倦感等问题,要从根本上改善青少年学生的体质健康现状,应把着力点放在拓展体育课堂的空间和提高学生的运动技能的“练”上。本研究采用了文献资料法、问卷调查法、数理统计法、访谈法等研究方法,抓住体育课堂上缺失“练”现实,基于“学练赛用”体育大课程理念,对“练”是如何在学生获得运动技能的过程起作用,“练”本身的内涵,“练”的内在规律等方面出发,结合对中小学生、体育教师发放问卷调查发现:现行中小学体育课程中“练”的缺失主要表现在以下方面:1练的不对;2练的不全;3练的不精;4练的不乐;5练的不恒;6练的不足;7练的不新等。这些原因会导致运动技能的形成受阻。针对“练”的种种问题,应该在体育课堂上:1.重视“练”;2.理解“练”;3.正确“练”。对如何合理、科学的做到正确“练”,应该注意的问题包括:1.充分理解技能的分类原理,可将体育课堂常见的运动项目分为较大难度、中等难度和较小难度,以及从其它参考分类中吸取精华;2.掌握和遵循技能形成规律,遵循“学练赛用”课程模式对学时的规定,掌握运动技能形成各阶段中练的作用,对运动技术的练习方法等;3.执行有效监控、评价;4.激发与保持积极性。通过对以上内容的研究得出了以下结论:1.以体育大课程促进学生运动而获得身体健康,是一条可行途径,而且关键在于运动技术“练”过程的科学化;2.合理的“练”是体育课程的重点和运动技能形成的基本路径;3.现行的中小学体育课由于缺失“练”而不利于运动技能的形成,很难达成促进学生身体健康的目的;4.运动项目的难易度直接影响运动技能的形成。并根据结论提出了以下几点建议:1.体育课堂上应以“练”为主来帮助学生获得运动技能;2.在有条件的中小学施行“学练赛用”体育大课程;3.使学生获得运动技能,除练习方法得当外,还应采取一些强制性有效措施;4.中小学体育课堂应该选择难度适中的运动项目教学。
[Abstract]:After 1985, our country carried on the investigation to the adolescent physique health many times, the result indicated that the teenager physique has been showing the decline tendency, the student physique and the health question has been paid more and more attention and attention by the people. It is an effective method to improve students' physical quality by exerting the function of physical education in school. Its essence is the teaching of sports methods, the cultivation of sports interests, the acquisition of sports skills and the formation of sports habits. The "decision" of the 18th National Congress of the CPC has made new demands on school physical education. In order to solve the problem of students' physical decline in the past, the method of solving the problem of students' physical decline is not appropriate, and the path does not work out. Nowadays, in the physical education classroom, such as "desalination of sports skills", "sheep herding" tendency of teaching, ignoring the acquisition of students' motor skills, students lose the skills to participate in sports rely; For example, physical education in the higher grade is basically a continuation and repetition of the physical education in the lower grade. After 12 years and 1260 hours of physical education from the first grade of primary school to the graduation of high school, there is no great change in content, and it is very difficult to learn certain sports skills. In order to fundamentally improve the physical health status of young students, we should focus on expanding the space of physical education classroom and improving the students'"practice" of sports skills, which leads to the students' feeling of boredom in physical education classroom. This research adopts the methods of literature, questionnaire, mathematical statistics, interview and so on. It grasps the reality of "practice" in physical education classroom, and based on the idea of "learning and training competition", Starting from the aspects of how "practice" works in the process of students' acquiring motor skills, the connotation of "practice" itself, the inherent law of "practicing", and so on, the paper combines with the elementary and middle school students. The questionnaire survey of physical education teachers found that the lack of "training" in the present physical education curriculum in primary and secondary schools was mainly manifested in the following aspects: the lack of "training" in the following aspects: the lack of "training" in the following aspects: (1) the lack of "training" in the physical education curriculum of primary and secondary schools: (2) the lack of "training" in the present physical education curriculum is the following: (1) the lack of "training" in the These reasons can cause the formation of motor skills to be blocked. In view of the various problems of "practice", should be in the physical education class 1. Attach importance to "practicing". Understand "practice". Practice correctly. On how to be reasonable and scientifically correct, we should pay attention to the problems including: 1. By fully understanding the classification principle of skills, the common sports items in physical education classroom can be divided into greater difficulty, medium difficulty and smaller difficulty, and drawing the essence from other reference categories. Mastering and following the rules of skill formation, following the regulations of the course mode of "learning and practicing competition", mastering the role of training in each stage of the formation of motor skills, and practicing methods of sports techniques etc. Implement effective monitoring and evaluation. Motivate and maintain enthusiasm. Through the study of the above, the following conclusion is drawn: 1. It is a feasible way to promote students' physical health by using physical education courses, and the key lies in the scientific training process of sports technology. Reasonable "practice" is the emphasis of physical education curriculum and the basic path of sports skill formation. The current physical education class in primary and middle schools is not conducive to the formation of sports skills due to the lack of "practice", and it is difficult to achieve the goal of promoting students' physical health. The difficulty of sports directly affects the formation of sports skills. And put forward the following suggestions according to the conclusion: 1. Physical education class should be mainly "practice" to help students acquire motor skills. In conditional primary and secondary schools to implement the "learning training competition" physical education curriculum 3. To enable students to acquire motor skills, in addition to proper practice methods, we should also take some compulsory and effective measures. The middle and primary school physical education class should choose the moderate difficulty sports item teaching.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.96

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