以视频为媒介的“抛锚式”教学在健美操教学中的应用研究

发布时间：2018-05-10 23:05

本文选题：“抛锚式”教学 + 视频　；参考：《四川师范大学》2017年硕士论文

【摘要】：健美操运动自进入高校以来,因其明快的节奏、欢乐的氛围和丰富的内容等特点,成为深受大学生喜爱的一门课程,如今为配合健美操发展趋势和课改要求,在常规的教学模式中寻求突破势在必行。本文在常规教学模式的基础上,结合常规教学模式的优势特点,从安德森的动作技能形成阶段:即认知阶段、联系形成阶段、自动化阶段出发,将视频作为教学中的媒介,与“抛锚式”教学中的“锚”相结合,对视频在整个技能形成阶段中如何应用进行分析;根据实验,对以视频为媒介的“抛锚式”教学在健美操中的应用:应用时应具备哪些条件;教学中“锚”应该如何抛;视频与“锚”应该怎样结合;视频的加入时机又该如何把握等方面进行深入探究。最后,经过理论分析与实验研究相结合得出以下结论:1)以视频为媒介的“抛锚式”教学在健美操教学中应用过程中,视频内容的选择应遵循针对性原则、适度原则、联系性原则。2)根据安德森动作技能形成理论进行分析,发现在动作技能形成的联系形成阶段(纠错),视频应用的加入时机对学生的纠错效果具有一定的影响,其中常规教学模式在学生的纠错效果方面下要优于以视频为媒介的“抛锚式”教学,说明常规教学模式教师亲自指导纠错对学生来说更加直观有效。3)以视频为媒介的“抛锚式”教学在健美操教学中应用时,为了给“锚”的实施和学生的学习创造更好地条件,根据教学设计要求,除了拥有课堂常规设施(场地、音响设备)外,还应充分利用影碟和多媒体计算机等硬件设施,达到硬件设施完善化。4)以视频为媒介的“抛锚式”教学在健美操教学应用过程中,教学内容的选择要求从学生实际出发,充分考虑学生的认知水平与技术水平,内容选择符合学生发展需求。5)以视频为媒介的“抛锚式”教学在健美操教学应用过程中,教师应具备掌握抛“锚”时机和视频的加入时机,同时在动作技术与音乐素养方面具备专业水准。6)以视频为媒介的“抛锚式”教学在健美操教学应用过程中,教学对象应为11岁以上的学生,保证学生在学习中的学习状态、学习思维与教学设计、教学内容相对接。
[Abstract]:Since its entry into colleges and universities, aerobics has become a popular course for college students because of its bright rhythm, happy atmosphere and rich content. Now, in order to cooperate with the trend of aerobics development and the requirements of curriculum reform, It is imperative to seek a breakthrough in the conventional teaching mode. Based on the conventional teaching model and the advantages and characteristics of the conventional teaching model, this paper takes the video as the medium of teaching from Anderson's stage of action skill formation: cognitive stage, contact forming stage, automation stage, and so on. Combining with "anchor" in the "anchor" teaching, the paper analyzes how the video is applied in the whole skill formation stage, according to the experiment, The application of "anchor" teaching with video as the medium in aerobics: what conditions should be possessed in application, how to cast anchor in teaching, how to combine video with "anchor"; Video join the opportunity and how to grasp and other aspects of in-depth exploration. Finally, through the combination of theoretical analysis and experimental research, the following conclusions can be drawn: (1) in the course of application of video "anchor" teaching in aerobics teaching, the selection of video content should follow the principle of pertinence and the principle of moderation. According to Anderson's theory of motor skill formation, it is found that the time of adding video application has a certain influence on the students' error correction effect in the formation stage of motor skill formation (error-correction, video application). Among them, the conventional teaching mode is better than the "anchor" teaching with video as the medium in the aspect of students' error-correcting effect. It shows that teachers of conventional teaching mode are more direct and effective for students to direct and correct errors. 3) in order to create better conditions for the implementation of "anchor" and the study of students, the "anchor" teaching with video as the medium is applied in the teaching of aerobics, in order to create a better condition for the implementation of the "anchor" and the study of the students. According to the requirements of teaching design, in addition to having regular classroom facilities (venues, audio equipment), we should also make full use of hardware facilities such as video discs and multimedia computers. To achieve the completion of hardware facilities. 4) in the course of application of "anchor" teaching in aerobics teaching with video as the medium, the choice of teaching content should be based on the students' actual conditions and take full account of the students' cognitive level and technical level. Content selection meets the needs of students' development. 5) in the process of application of "anchor" teaching in aerobics teaching, teachers should have the opportunity to cast anchor and join the video. At the same time, there is a professional standard in action technology and music literacy. 6) in the process of application of "anchor" teaching in aerobics teaching, the teaching object should be students over the age of 11, so as to ensure the students' learning state in their study. Learning thinking and teaching design, teaching content docking.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G831.3-4

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