体操课分层教学对学生自我效能感及体操成绩影响的实证研究

发布时间：2018-05-26 00:16

本文选题：体操 + 分层教学　；参考：《成都体育学院》2017年硕士论文

【摘要】：随着现代社会的飞速发展竞争已趋全球化,竞争的核心是人才的竞争,人才越多国家的竞争力就越强。人才的培养离不开学校,教育在世界范围内被高度重视,教育的主体是学生,每个学生是独立的个体,不同个体间存在巨大的差异。本研究采用了文献资料法、实验法、专家访谈法、数理统计法等研究方法,探究体育教育专业大学生体操课实施分层教学对其自我效能感和体操成绩的影响。以实验前对学生自我效能感、体操技术水平和体操专项身体素质的测试结果为依据,将学生分为基础层、一般层和提高层。实验组采用分层教学法,对照组采用传统教学法,教学时间为一个学期,将不同的教学方法作为自变量,把自我效能感、体操技术水平及体操专项身体素质作为因变量进行对比分析。研究结果表明:实验后实验组与对照组学生的自我效能感存在显著差异(p0.05),且实验组学生的自我效能感水平明显高于对照组学生,表明体操课实施分层教学能有效的提高学生自我效能感水平;实验后实验组与对照组学生的体操技术水平存在显著差异(p0.05),且实验组学生的体操技术水平明显高于对照组的学生,证明体操课实施分层教学有利于提高学生的体操技术水平;实验后实验组与对照组学生体操成绩差异达到显著水平(p0.05),实验组学生的体操成绩优良率优于对照组学生的成绩优良率,证明体操课实施分层教学有利于提高学生的体操成绩;实验后实验组在靠墙手倒立、引体向上、平版支撑、俯卧撑等项目上存在显著性差异(p0.05),说明体操课实施分层教学可以有效的提高学生体操专项身体素质;通过一学期的体操课程学习后,实验组与对照组学生的自我效能感水平都有一定程度的提高,但实验组学生的提高程度优于对照组的学生;基础层和提高层学生的自我效能感实验前后变化显著且提高明显,一般层学生的自我效能感实验前后无显著变化。根据研究结果提出以下建议:教师应充分了解和掌握学生的特点和基本情况,努力提高自身的专业技能及理论知识,确保自己能够胜任教学任务;教师要给学生营造一种轻松、愉快的学习氛围,不要指责和埋怨学生,鼓励学生之间互帮互助、团结合作,教师和学生相处时真诚以待,不要给学生造成压力;过程评价是分层教学最重要的环节,要建立多元化的评价机制,提高评价手段的科学性和精准性,评价不是目的,只是手段;体育教学是师生互动的过程,受很多因素的影响,在教学实施过程中存在不可预测或不可控的情况,因此,教师要具备较强的应变能力。
[Abstract]:With the rapid development of modern society, competition has become global, the core of the competition is the competition of talents, the more talents, the stronger the competitiveness of countries. The cultivation of talents can not be separated from schools, education is highly valued in the world, the main body of education is students, each student is an independent individual, there are great differences between different individuals. This study adopts the methods of literature, experiment, expert interview, mathematical statistics and so on, to explore the effect of stratified teaching on the self-efficacy and gymnastics achievement of college students majoring in physical education. Based on the test results of students' self-efficacy, gymnastics skill level and gymnastics special physical quality before the experiment, the students were divided into basic layer, general layer and improvement layer. The experimental group adopted the stratified teaching method, the control group used the traditional teaching method, the teaching time was one semester, the different teaching method was regarded as the independent variable, and the self-efficacy sense was put forward. Gymnastics technical level and gymnastics special physical quality as dependent variables were compared and analyzed. The results showed that there was a significant difference in self-efficacy between the experimental group and the control group, and the level of self-efficacy of the experimental group was significantly higher than that of the control group. The results showed that the level of students' self-efficacy could be effectively improved by the implementation of stratified teaching in gymnastics class, and there was significant difference in gymnastics skill level between the experimental group and the control group after the experiment, and the gymnastics skill level of the experimental group students was obviously higher than that of the control group students. It is proved that the implementation of stratified teaching in gymnastics course is beneficial to improve the students' gymnastics skill level. After the experiment, the difference of gymnastics achievement between the experimental group and the control group reached a significant level, and the excellent and good rate of gymnastics achievement of the experimental group was better than that of the control group, which proved that the implementation of stratified teaching in gymnastics class was beneficial to the improvement of students' gymnastics achievement. After the experiment, there were significant differences between the experimental groups in the items such as handstand against the wall, upwardness, lithographic support, push-ups, etc., which indicated that the implementation of stratified teaching in gymnastics class could effectively improve the special physical quality of students in gymnastics. After a semester of gymnastics course, the self-efficacy level of the students in the experimental group and the control group were improved to a certain extent, but the improvement degree of the experimental group students was better than that of the control group students. Before and after the experiment, the self-efficacy of the students in the basic level and the improvement level changed significantly and improved significantly, but the self-efficacy of the students in the general level did not change significantly before and after the experiment. According to the results of the study, the following suggestions are put forward: teachers should fully understand and master the characteristics and basic conditions of students, strive to improve their professional skills and theoretical knowledge, and ensure that they can be qualified for teaching tasks, and teachers should create a kind of ease for students. A pleasant learning atmosphere, do not blame and blame students, encourage students to help each other, solidarity and cooperation, teachers and students get along with sincerity, do not create pressure on students; process evaluation is the most important part of hierarchical teaching, To establish a diversified evaluation mechanism to improve the scientific and accurate evaluation means, evaluation is not an end, but a means; physical education teaching is a process of interaction between teachers and students, which is influenced by many factors. There are unpredictable or uncontrollable situations in the process of teaching implementation, therefore, teachers should have a strong ability to adapt.
【学位授予单位】：成都体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G83-4

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