不同跨栏教学方法的使用频次对教育学院本科生跨栏学习效果的影响

发布时间：2018-03-10 10:30

本文选题：频次　切入点：教学方法　出处：《北京体育大学》2016年硕士论文　论文类型：学位论文

【摘要】：跨栏教师示范教学时常使用“分解和完整法”教学方法,这是现在使用频次最高的教学方法,其优点在于能使学生奠定良好的跨栏技术基础和促进学生形成完整动作技术的概念,使学生学习由易到繁,循序渐进,但缺点是教师在课堂中只是对动作技术进行分解教学或是完整教学,不能够从学生之间的个体差异性来考虑,使得有些学生不能跟上教师的节奏和教学进度。因此采用不同教学方法可以更好解决学生之间的个体差异性。为了学生在7节跨栏课能够掌握跨栏技术,本文研究不同频次的跨栏教学方法对教育学院本科生跨栏学习效果的影响。运用了文献资料法、专家访谈法、教学实验法和数理统计法,对教育学院本科生跨栏学习的效果进行实验研究和数理分析。以北京体育大学2014级体育教育专业本科生三个自然班为受试对象,分组使用不同频次的6种跨栏教学方法,经过7节教学课,记录第8节课的技术评价与达标成绩,并对实验的结果进行数据统计与分析,得出以下结论：1.三组不同使用频次的6种跨栏教学方法式教学对学生技术评价和跨栏成绩的提高均有影响。2.实验二组与三组通过增加非传统教学方法使用频次所占比例,对学生存在的问题进行优化练习,均明显优于第一组学生技术评价和达标成绩,学生学习跨栏效果更优异。3.通过增加非传统教学方法的使用频次,能较好地解决学生学习跨栏时产生的问题,第二组与第三组学生的技术评价和达标成绩几乎没有差别。4.针对学生的个体差异以及掌握跨栏技术效率的差异使用不同频次的跨栏教学方法可行。5.“分解与完整法”教学方法依旧处于主导地位。“诱导法”,“多元反馈法”,“分层完整教学法”教学方法在跨栏教学过程中使用频次较高,表明学生需求量较大,更适用短时间内的跨栏教学。在缩短课程数目的跨栏教学现状下,对教师在教学中所选择的教学方法具有参考性意义。跨栏教学新的方法变化是十分迫切和需要的,本研究具有一定的现实使用价值和指导价值。
[Abstract]:Hurdle teachers often use the "decomposition and integrity" method when demonstrating teaching, which is now the most frequently used teaching method. Its advantage lies in the fact that it can make students lay a good foundation of hurdle technology and promote students to form the concept of complete action technique, so that students can learn from easy to complicated, step by step. But the drawback is that in the classroom, the teacher is only teaching the action technology or teaching in a complete way, which can not be considered from the individual differences between the students. It makes some students unable to keep up with the teacher's rhythm and teaching progress. Therefore, using different teaching methods can better solve the individual differences between students. In order for students to master hurdle technology in 7 hurdle classes, This paper studies the influence of hurdle teaching methods of different frequency on the hurdle learning effect of undergraduate students in colleges of education. The methods of literature, expert interview, teaching experiment and mathematical statistics are used. The effect of hurdle learning in college of education was studied experimentally and mathematically. Taking three natural classes of physical education undergraduates of Beijing physical Education University in 2014 as subjects, six hurdle teaching methods with different frequency were used in groups. After 7 teaching sessions, the technical evaluation and achievement of the eighth class were recorded, and the results of the experiment were statistically analyzed. The following conclusions are drawn: 1.The three groups of six hurdle teaching methods with different frequency of use have an effect on students' technical evaluation and improvement of hurdle achievement. 2. The proportion of experimental group two and three groups by increasing the frequency of using non-traditional teaching methods. The optimization exercises of students' problems are obviously superior to the technical evaluation and achievement of the first group of students, and the students' learning hurdle effect is better. 3. By increasing the frequency of use of non-traditional teaching methods, Be able to solve the problems that arise when students learn to hurdle, There is almost no difference between the second group and the third group of students in technical evaluation and achievement. 4. It is feasible to use the method of hurdle teaching with different frequency according to the students' individual difference and the difference of mastering the technical efficiency of hurdle. "the teaching method is still in the dominant position. The" inductive method "," multiple feedback method "and" layered and complete teaching method "are used frequently in the process of hurdle teaching. The result shows that the students need more and more suitable for hurdle teaching in a short period of time, under the condition of shortening the number of courses in hurdle teaching, It is very urgent and necessary to change the new teaching methods in hurdle teaching, and this research has certain practical and guiding value.
【学位授予单位】：北京体育大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G822.6-4

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