多元反馈教学法在标枪普修课教学中的实验研究

发布时间：2018-08-04 15:03

【摘要】：传统的体育教学模式中,标枪普修课都是“教师教、学生练”。这样的模式可以发挥教师的主导作用,学生可以按部就班的学习知识与技能。但对学生主观能动性的调动,教学质量和效率的提高是不利的。如何打破传统教学观念的束缚,培养学生的教学意识、积极思考和勇于探索的精神,是值得我们探索的课题。多元反馈教学主要突出教与学之间信息交流和反馈的及时性,能够很好的解决教与学之间的一些问题。本文在探究多元反馈教学法潜在优势的基础上,设计了一种比较可行的多元反馈教学模式。并结合标枪教学特点利用多元反馈教学法和传统教学法进行对比实验。选取体育教育专业2016级羽毛球专项两个组的学生,实验前对两组的学生进行了标枪相关身体素质的显著性检验和基本情况问卷调查分析,实验后对两组学生进行了教学效果问卷反馈分析,标枪技评成绩分析和学生发现、分析、解决问题能力的分析。实验结论如下:(1)标枪普修课的教学中多元反馈教学法相比传统教学法,在课堂氛围、师生交流、教学方法和掌握程度上都更好(p0.05)。多元反馈教学对于提高学生学习兴趣,促进教师与学生、学生与学生之间的交流,完成教学目标的效果更好。让学生回答若干问题并展示所学技术,有助于了解学生掌握的情况,让教师知道教学过程中的优缺点,发现问题以便及时解决。(2)多元反馈比传统教学标枪平均成绩上多2.39米,且离散程度更小,总体成绩更好。及时反馈的效果要优于延时反馈,及时反馈可以给学生更深的印象。学生与学生的相互反馈可以及时传递有效信息,优于传统教学中教师的单独反馈,因为教师往往难以兼顾所有学生。学生相互反馈对学生学习新技术、提高成绩有很好的辅助作用。(3)在投掷步、最后用力、器械飞行姿态和综合技评中有显著性差异(P0.05)。视频反馈的慢动作回放对学生来说是很好的非固有反馈。运用在标枪技术的主要环节或相对复杂技术的教学中,可以清晰的展示出学生的动作,效果要好于教师单纯的模仿讲解。(4)个别反馈对象单一,效率不高。整体反馈,效率较高,但针对性和层次感不强。多元反馈中教师反馈、学生相互反馈和录像反馈在不同情境中的综合应用,可以使学生更好的建立技术概念并形成清晰的动作表象,帮助学生改正动作,锻炼学生发现问题、分析问题、解决问题的本领。(5)多元反馈教学法的应用,改变了单一的反馈形式,有利于提高学生的学习热情,实践教师主导,学生主体的课堂教学。也有利于师生更多的彼此交流和相互启发。对于实现标枪教学的目的来说有更好的效果。
[Abstract]:In the traditional teaching mode of physical education, javelin is always taught by teachers and practiced by students. This model can play a leading role, students can learn knowledge and skills step by step. However, it is unfavorable for the students to transfer their subjective initiative and improve their teaching quality and efficiency. How to break the shackles of traditional teaching concepts, cultivate students' teaching consciousness, and actively think and dare to explore are worthy of our exploration. Multi-feedback teaching mainly emphasizes the timeliness of information exchange and feedback between teaching and learning, which can solve some problems between teaching and learning. On the basis of exploring the potential advantages of multi-feedback teaching method, this paper designs a more feasible multi-feedback teaching model. According to the characteristics of javelin teaching, the multivariate feedback teaching method and the traditional teaching method are used to carry on the contrast experiment. Two groups of badminton students of level 2016 of physical education major were selected. Before the experiment, the students of the two groups were tested with the significance of javelin related physical fitness and the basic situation was analyzed by questionnaire. After the experiment, the feedback analysis of teaching effect questionnaire, the analysis of javelin skill score and the analysis of students' discovery, analysis and problem-solving ability were carried out for the two groups of students. The experimental results are as follows: (1) compared with the traditional teaching method, the multi-feedback teaching method in javelin general course is better in classroom atmosphere, teacher-student communication, teaching method and mastery (p0.05). Multi-feedback teaching can improve students' interest in learning, promote the communication between teachers and students, and achieve the goal of teaching. Asking students to answer a number of questions and show off what they have learned will help them understand what they have learned, let teachers know the advantages and disadvantages of the teaching process, and discover problems so that they can be solved in time. (2) multiple feedback is 2.39 meters more than the average score of traditional teaching javelins. And the degree of dispersion is smaller, the overall result is better. The effect of timely feedback is better than that of delayed feedback, and timely feedback can give students a deeper impression. The feedback between students and students can transmit effective information in time, which is better than that of teachers in traditional teaching, because it is difficult for teachers to give consideration to all students. Students' mutual feedback can help students to learn new techniques and improve their performance. (3) there are significant differences in throwing steps, final force, flying posture and comprehensive technical evaluation (P0.05). Video feedback in slow motion playback is a good feedback for students. In the teaching of javelin technique or relative complex technology, the students' action can be clearly displayed, and the effect is better than that of the teacher's simple imitation and explanation. (4) the individual feedback object is single, and the efficiency is not high. Overall feedback, efficiency is high, but targeted and hierarchical sense is not strong. The comprehensive application of teachers' feedback, students' mutual feedback and video feedback in different situations can make students better establish technical concepts and form clear action images, help students correct their actions, and train students to find problems. (5) the application of multivariate feedback teaching method has changed the single feedback form, which is helpful to improve students' learning enthusiasm, practice teacher-led classroom teaching and students' main body of classroom teaching. Also conducive to more teachers and students to communicate with each other and mutual inspiration. For the purpose of javelin teaching has a better effect.
【学位授予单位】：武汉体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G824.3-4

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