翻转课堂教学模式在背越式跳高中的实验研究

发布时间：2018-07-10 17:53

本文选题：翻转课堂 + 背越式跳高　；参考：《广州体育学院》2017年硕士论文

【摘要】：科学技术的发展促进着社会的进步,在教育领域由先进科学技术引导的新型教育教学理念逐渐走进人们的视线。在高校田径教学实践中,特别是在腾空、翻转等高难度动作的学习过程中,如何能更好的让学生掌握这些技术动作,一直是体育教师研究的重点。因此在背越式跳高教学中引入翻转课堂教学模式目的在于解决由于技术动作复杂,学习起来较困难的问题,帮助学生快速建立动作表象,在有限的课时中更好的完成学习任务,提高学生的技术动作规范性,提高学习的质量和效果。同时也为优化田径教学课堂结构,提高学生学习的兴趣,为田径教学模式的创新与改革提供一些可能的思路。本研究采用实验对比的形式,在结合国内外翻转课堂研究的基础上,将翻转课堂应用于体育院校田径普修课的背越式跳高教学实践中,创新高校体育教学模式。采取的方法主要有文献资料法、专家访谈法、问卷调查法、实验法和数理统计法。参与实验的对象均为背越式跳高初学者,主要教学目标是在规定的教学时间内,教会零基础的背越式跳高学习者,且能够熟练的完成技术动作,并能够进行教学示范。实验过程中采用的不同教学模式,导致两班教学进度,教学形式,课堂师生角色与任务都发生了变化。在教学实验完成后,将实验班和对照班的学习成绩和学习中的总体表现情况进行评估对比后发现,两种教学模式下的背越式跳高成绩并无明显的差异、但实验班技术动作的质量和学习表现情况明显高于对照班,因此得出结论如下:一、背越式跳高教学中,由于翻转课堂教学模式搭建了师生共同交流的平台,较传统教学模式更易建立师生学习的共同体,更方便师生之间的交流学习。学生之间合作探究和课后自学的能力都有所增加,优化了教学过程,提高了教学效率。二、背越式跳高学习过程中,翻转课堂教学模式教师提供的教学资源有利于学生在短时间内建立动作技术的表象,更好的掌握技术动作,并且小组合作探究的学习方式帮助学生更快的学习,发掘自身潜能,从而提高教师教学的质量。三、两种教学模式从教学结果来说,对提高学生身体素质方面,两种教学模式同样具有效果,实验班在提高纵跳能力上略高。达标成绩方面翻转课堂教学模式略高于传统教学模式,学生技术动作形成质量上,翻转课堂教学模式优于传统教学模式。翻转课堂背越式跳高的短时间教学应用中技评成绩要好于达标成绩。四、翻转课堂教学模式与传统教学从教学效果来说,两种教学模式都具有较高的认同感,翻转课堂教学模式的课前准备与课堂学习环境优于传统教学模式,在课堂结构优化和学生学习质量提高方面优于传统教学模式。
[Abstract]:The development of science and technology promotes the progress of society, and the new educational and teaching concept guided by advanced science and technology in the field of education is gradually coming into the sight of people. In the teaching practice of track and field in colleges and universities, especially in the learning process of high-difficulty movements such as vacationing and flipping, how to better let students master these technical movements has always been the focus of physical education teachers' research. Therefore, the purpose of introducing the flipping classroom teaching mode in the back jump teaching is to solve the problem that the technical action is complicated and it is difficult to learn, to help the students to set up the movement appearance quickly, and to complete the study task better in the limited class time. Improve the standard of technical action of students, improve the quality and effect of learning. At the same time, it can also optimize the classroom structure of track and field teaching, improve students' interest in learning, and provide some possible ideas for the innovation and reform of track and field teaching mode. This research adopts the form of experiment contrast, on the basis of combining the domestic and foreign flipping classroom research, the flipping classroom is applied to the practice of back-Vietnamese high jump teaching in track and field general course of physical education colleges and universities, and the teaching mode of physical education in colleges and universities is innovated. The methods adopted include literature, expert interview, questionnaire, experiment and mathematical statistics. Participants in the experiment are all beginners in the back jump. The main teaching goal is to teach the zero-base back-Vietnamese high jump learners in the prescribed teaching time, and be able to complete the technical movements skillfully, and be able to carry out teaching demonstration. The different teaching modes used in the experiment result in the change of the teaching progress, the teaching form, the roles and tasks of the teachers and students in the two classes. After the completion of the teaching experiment, it is found that there is no obvious difference in the scores of the back jump between the experimental class and the control class after the evaluation and comparison of the overall performance of the experimental class and the control class. But the quality and learning performance of the experimental class is obviously higher than that of the control class, so the conclusions are as follows: first, in the back jump teaching, because the flipping classroom teaching mode has built a platform for the teachers and students to communicate with each other, Compared with the traditional teaching mode, it is easier to establish the community of learning between teachers and students, and to facilitate the exchange of learning between teachers and students. The students' ability of cooperative inquiry and self-study after class has been increased, the teaching process has been optimized and the teaching efficiency has been improved. Second, in the learning process of the back jump, the teaching resources provided by the teacher in the flipping classroom teaching mode are conducive to the students to establish the appearance of the action technology in a short time, and to master the technical action better. And group cooperative inquiry learning helps students learn faster, explore their potential, and improve the quality of teachers' teaching. Third, the two teaching models have the same effect on improving the students' physical quality from the teaching results, and the experimental class is slightly higher in improving the ability of vertical jump. The flipped classroom teaching mode is slightly higher than the traditional teaching mode in terms of the standard of achievement, the quality of students' technical action is formed, and the flipping classroom teaching mode is superior to the traditional teaching mode. In the short-time teaching application of flip-over-style high jump, the result of technical evaluation is better than the result of meeting the standard. Fourth, the flipping classroom teaching mode and the traditional teaching mode have a higher identity with each other in terms of teaching effect, the pre-class preparation and classroom learning environment of the flipping classroom teaching model are superior to the traditional teaching model. It is superior to the traditional teaching mode in the optimization of classroom structure and the improvement of students' learning quality.
【学位授予单位】：广州体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G823.1-4;G434

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