排球正面扣球技术的教学设计与实验研究

发布时间：2018-02-22 15:51

本文关键词： 排球正面扣球教学设计实验研究　出处：《河南大学》2016年硕士论文　论文类型：学位论文

【摘要】：近年来,随着教学改革的不断深入,我国高等院校及中、小学排球运动的开展进入热潮。《全国普通高等学校体育教育本科专业课程方案》的出台,明确指出将排球运动定为必修课程,此《方案》的提出,对排球教学工作又有了更高的要求。排球运动是一项技术难度较大,对习练者要求相对较高的运动,其中正面扣球技术又是普修课程学习的重点内容,进而如何提高排球技能,教学中教师应采用什么样的教学方法,是广大教育工作者必要考虑的问题。本研究针对排球正面扣球技术设计了三种不同的教学方法,验证其在排球正面扣球技术教学中的效果,为排球扣球技术教学提供指导和参考意见。本文通过文献资料法、专家访谈法、教学实验法、数理统计法、逻辑分析法等方法,对排球正面扣球技术的特点设计了三种不同的教学方法,针对教学方法的理论依据、教学过程、教学评价、操作程序进行深入研究,并对招募零基础的学生进行正面扣球的教学实验,探析三种教学方法对学生扣球技术的影响,进一步论证实验假设的合理性。研究结果有以下几点:(一)通过对教学实验的分析证明,在正面扣球技术的教学中,运用第三条“教学链”(完整教学法)有利于提高学生对排球正面扣球技术的掌握,其教学效果优于第一条“教学链”(分解教学法)和第二条“教学链”(逆向教学法),由此得知,第三条“教学链”(完整教学法)适用于排球扣球的技能教学,并且第三条“教学链”(完整教学法)能够让学生尽快模仿和体会到完整的扣球技术,快速参与到扣球的“网上”练习,有利于发挥学生学习的积极性和主动性,感受到成功运用技术带来的喜悦,提高自信心。(二)扣球各个技术动作环节衔接紧密,形成整体,第三条“教学链”(完整教学法)能够强化学生头脑中的正确技术动作概念及影像,有利于学生建立完整扣球动作的技术概念,保证扣球技术的连贯性,有利于动作技能的形成,强调扣球的完整技术动作。在教学过程中,采用“完整教学法”进行教学才能够抓住整个扣球技术动作过程,避免技术动作脱节。(三)第一条“教学链”(分解教学法)对于学生掌握重点技术环节有较好的作用,但是因长时间的基础练习,学生会感觉到枯燥、降低学习兴趣,从而产生抵触的心理,导致在扣球中技术动作不连贯,容易产生动作脱节的现象,引起技术动作变形。(四)第二条“教学链”(逆向教学法)能够使学生快速感受到完整的扣快球技术,尝试到扣球的“快感”,但是,因长时间的进行扣快球练习,导致学生对四号位扣球的助跑时机、起跳位置和击球点高度有所欠缺,因此,“逆向教学法”对学生提高扣球的兴趣有积极作用;对四号位扣球技术上的提高并不显著。
[Abstract]:In recent years, with the deepening of teaching reform, the development of volleyball in colleges and universities and middle and primary schools in China has entered an upsurge. It is pointed out clearly that volleyball is a compulsory course, and the proposal of "plan" has higher requirements for volleyball teaching work. Volleyball is a sport with relatively high technical difficulty and relatively high requirements for practitioners. Among them, the positive spiking technique is the key content of the general course study, and then how to improve the volleyball skills and what teaching methods should be adopted by the teachers in the teaching. This study designed three different teaching methods for volleyball frontal spiking technique to verify its effect in volleyball frontal spiking technique teaching. Through the methods of literature, expert interview, teaching experiment, mathematical statistics, logic analysis and so on, this paper provides guidance and reference for volleyball spiking technique teaching. In this paper, three different teaching methods are designed for the characteristics of volleyball frontal spiking technique. The theoretical basis, teaching process, teaching evaluation and operation procedure of the teaching method are studied in depth. In addition, the teaching experiment of head-on spiking is carried out on the students who recruit students with zero basis, and the influence of three teaching methods on the smashing technique of students is analyzed. Further demonstrate the rationality of the experimental hypothesis. The results of the study are as follows: (1) through the analysis of the teaching experiment, it is proved that in the teaching of frontal spiking technique, The application of the third "teaching chain" (complete teaching method) is helpful to improve the students' mastery of volleyball frontal spiking technique, and its teaching effect is better than the first "teaching chain" (decomposition method) and the second "teaching chain" (reverse teaching method). Article 3 the "teaching chain" (complete teaching method) is applicable to the teaching of volleyball spiking skills, and the third "teaching chain" (complete teaching method) can enable students to imitate and understand the complete spiking technique as soon as possible, The quick participation in the "online" practice of spiking is conducive to giving full play to the students' enthusiasm and initiative in learning, feeling the joy brought by the successful use of technology, and enhancing their self-confidence. (2) the various technical action links of the spiking are closely connected to form a whole. Article 3 the "teaching chain" (complete teaching method) can strengthen the correct technical action concepts and images in the students' minds, help students to establish the technical concepts of the complete spiking movements, ensure the continuity of the spiking techniques, and facilitate the formation of the action skills. Emphasizing the complete technical action of spiking. In the process of teaching, only by using "complete teaching method" can we grasp the whole process of spiking technique. Avoid the disconnect of technical action. (3) the first "teaching chain" (decomposing teaching method) has a good effect on students' mastery of key technical links, but because of long time of basic practice, students will feel dull and reduce their interest in learning. As a result, there is a psychological conflict, which leads to the discontinuity of technical actions in spiking, which easily leads to the phenomenon of movement disjointing. (4) the second "teaching chain" (reverse teaching method) can make students feel the complete fastball technique quickly and try to get the "pleasure" of spiking. However, because of the long time of fastball practice, Therefore, the reverse teaching method has a positive effect on the students' interest in spiking, while the technical improvement of the fourth position is not obvious. The result shows that the students have a lack of the run-up time, the take-off position and the height of the batting point, so the reverse teaching method has a positive effect on the students' interest in spiking, while the technical improvement on the fourth position is not obvious.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G842-4

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