自组织理论对提高大学生体育学习兴趣的研究

发布时间：2018-03-05 21:21

本文选题：自组织　切入点：体育教学　出处：《东北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：体育教学是构建起学生学习生涯的重要根基,有着栽培学生身心,完善素质教学发展,具有绝对科学性的学科。从小学、初中、高中乃至大学,体育是促进我们身心健康发展的重要组成部分,国家也反复重申,学生只有拥有健康的身心,才能更好的为国家服务,为社会做出贡献,学生是我们中华民族的未来。体育教学方法一直随着时代的发展而产生变化,本次研究以自组织理论为理论基础,根据其在教育领域中所凸显出的科学性,运用到健美操教学中,进行教学实验。研究在健美操教学中运用自组织理论的教学方法对于学生的体育学习兴趣的影响,为改变高校学生对现阶段体育教学课程的消极观念,以及能否提高学生对体育学习的兴趣提供依据。本次实验中自变量为自组织理论所提供的开放性、合作与竞争式教学,学习兴趣提高或降低程度作为验证实验结果的重要依据,而实验过程中的教学内容、场地安排以及教师的教学水平则控制不变,本次教学实验的流程是,信效度检验完成后,筹备实验的前一周,发放《大学生体育学习兴趣水平量表》给两个班级的学生进行四个维度的前测数据分析,操作实验过程中,运用自组织理论提供的三个要素对实验组进行引导和一定程度的干涉,以此区别开对照组的常规教学方法,实验结束后再次发放《大学生体育学习兴趣水平量表》进行四个维度后测数据分析。研究在大学生课堂运用这样的教学方法能否切实的提高大学生们对体育课程的兴趣,改变现阶段多数大学生对体育教学的消极态度和排斥感。基于以上的研究,结果显示:实验组在该量表的四个维度中除了“课外关注和参与体育活动程度”和对照组没有显著性差异外,在“喜爱体育课的程度”、“课外自主体育学习程度”和“厌恶学习的程度”三个维度中均有极大显著性差异,实验组的兴趣提升程度明显高于对照组,通过数据结果分析可以得出本文的研究结论是:学生对于自组织模式下的教学充满好奇心,通过运用基础健美操知识再结合自身创意与当下流行莱美课程相结合的教学形式,让学生自主学习,在已有的知识框架上充分拓展和发挥,提高了自主学习和接受外界知识的能力。说明运用自组织理论所提供的开放性、合作与竞争式教学能切实有效的提高学生对体育课程学习的兴趣。
[Abstract]:Physical education is an important foundation for students' learning career, with the cultivation of students' body and mind, the improvement of quality teaching and the development of quality teaching. Sports is an important part of promoting our physical and mental health. The state has repeatedly reiterated that only when students have a healthy body and mind can they better serve the country and contribute to society. Students are the future of the Chinese nation. Sports teaching methods have been changing with the development of the times. This study is based on the theory of self-organization, according to its prominent scientific nature in the field of education. In order to change the students' negative ideas about the present physical education course, the author studies the influence of the teaching method of self-organization theory on the students' interest in physical education in order to change the negative ideas of college students on the present physical education course, which is applied to the aerobics teaching, and carries on the teaching experiment in the course of calisthenics teaching. In this experiment, the independent variables provided by the self-organization theory of open, cooperative and competitive teaching, learning interest increase or decrease as an important basis to verify the results of the experiment. However, the teaching content, venue arrangement and teachers' teaching level in the course of the experiment are not changed. The flow of this teaching experiment is that after the reliability and validity test is completed, the week before the preparation of the experiment, In the course of the experiment, the students in two classes were analyzed with the pre-test data of four dimensions by issuing the "level of interest in physical Education study of College students". Using the three elements provided by the self-organization theory to guide and interfere with the experimental group to a certain extent, so as to distinguish the conventional teaching methods of the control group. At the end of the experiment, the students' interest in physical education learning scale was released again to analyze the data of the four dimensions. The study can improve the students' interest in the physical education course by using this teaching method in the college students' classroom. To change the negative attitude and the sense of rejection of most college students towards physical education at the present stage. The results showed that in the four dimensions of the scale, there was no significant difference between the experimental group and the control group except "the degree of extracurricular attention and participation in sports activities". There were significant differences in the three dimensions of "the degree of liking for physical education", "the degree of extracurricular independent physical education learning" and "the degree of aversion to learning". The degree of interest promotion in the experimental group was significantly higher than that in the control group. Through the analysis of the data, we can draw the conclusion that the students are full of curiosity about the teaching under the self-organizing mode, and the teaching form which combines their own creativity with the popular Lemi course by using the basic aerobics knowledge. Allowing students to learn autonomously, to fully expand and exert their existing knowledge framework, improves their ability to learn autonomously and accept knowledge from outside, and illustrates the openness provided by the use of self-organization theory. Cooperative and competitive teaching can effectively enhance students' interest in PE courses.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G807.4

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