特教学校培智类体育课堂基本动作技能学习实验研究

发布时间：2018-03-12 19:11

本文选题：智障儿童　切入点：基本运动能力训练　出处：《北京体育大学》2017年硕士论文　论文类型：学位论文

【摘要】：研究主要采用文献资料法、问卷调查法、实验法等研究方法,对沧州市特教学校培智类体育课堂教学进行调查,考察智力障碍学生基本动作技能的学习状况,并比较两组学生在前后测动作技能的差异,探讨基本运动能力训练对智障儿童其他基本体育动作技能学习的促进作用,并在为期四个月的实验干预之后,对实验组学生的家长及相关教师进行问卷调查和访谈,目的主要在于检验本实验的效果,以及实验组智力障碍学生经过实验后的变化。进一步分析智力障碍学生的运动特点和发展规律,促进其身心健康发展,提高社会适应能力,同时也希望能通过对体育课堂教学的实验研究,为其他地区、学校的体育课堂教学提供一些实践教学的参考。本文通过研究,得出以下结论:1、通过实地调查和问卷调查可以看出低年级智力障碍学生体育课教学方式单一,教学内容单调,教学效果不明显。2、在培智体育课堂加入十六周基本动作技能学习之后,实验组学生单脚站立、立定跳远、跳绳等进步显著,而撤销实验干预之后进行再测试,学生测试成绩仍比前测要高,说明基本动作技能的学习有助于促进智力障碍学生速度、力量、平衡、协调和耐力等身体素质的发展。十六周基本动作技能学习之后,投篮入筐效果并不显著,说明短时间内基本动作节能学习对提高学生肌肉控制能力具有一定的局限性。3、实验结束后,大部分家长、教师认为学生在动作学习、交流等方面进步明显,说明了基本动作技能学习课堂提高了学生的动作学习能力、交流表达能力,说明良好的体育动作技能学习有利于提高学生的社会适应能力。4、在体育课堂加入基本动作技能学习之后进行延伸动作技能学习,结果表明对学生学习新动作的速度、精确程度等具有正迁移的作用,说明基本动作技能学习对智力障碍儿童学习其他运动技能具有良好的促进作用。
[Abstract]:The research mainly adopts the methods of literature, questionnaire, experiment and so on, to investigate the classroom teaching of intellectual education in Cangzhou Special Education School, and to investigate the learning status of basic movement skills of students with mental retardation. The differences between the two groups were compared, and the effects of basic motor ability training on the learning of other basic sports motor skills of children with mental retardation were discussed. After four months of experimental intervention, A questionnaire survey and interviews were conducted among the parents and teachers of the experimental group, the purpose of which was to test the effect of the experiment. And the changes of the students with mental retardation in the experimental group after the experiment. The sports characteristics and development rules of the students with mental retardation were further analyzed to promote the development of their physical and mental health and to improve their ability to adapt to the society. At the same time, we also hope to provide some practical reference for physical education classroom teaching in other regions and schools through the experimental study of physical education classroom teaching. Draw the following conclusion: 1. Through field investigation and questionnaire survey, we can see that the teaching method of physical education for students with mental retardation in the lower grade is single, and the teaching content is monotonous. The teaching effect was not obvious .2.After adding 16 weeks of basic movement skill learning in the teaching class, the experimental group students made remarkable progress in standing on one foot, standing long jump, rope jumping and so on, but after withdrawing the experimental intervention, the students were re-tested. The results of the test are still higher than those of the pre-test, indicating that the study of basic motor skills helps to promote the development of speed, strength, balance, coordination and endurance of students with mental retardation. 16 weeks after learning basic motor skills, The effect of shooting into the basket is not significant, which shows that the energy saving learning of basic movements in a short period of time has some limitations on improving the students' muscle control ability. After the experiment, most parents and teachers think that students are learning in the movement. The obvious progress in communication and other aspects shows that the basic motor skills learning classroom improves the students' ability to learn and communicate and express themselves. The result shows that the good learning of sports action skills is beneficial to improve students' ability of social adaptation. The result shows that the speed of learning new movements can be improved by adding basic motor skills into physical education class. The degree of accuracy has positive transfer effect, which shows that basic motor skills learning has a good promoting effect on learning other motor skills of children with mental retardation.
【学位授予单位】：北京体育大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G764;G633.96

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