排球普修课正面传球技术学习分化阶段纠正错误动作的实验研究
发布时间：2018-08-06 09:38
【摘要】：错误动作纠正是体育教学训练中的重要组成部分,当学生出现错误动作时,不同的纠正阶段会影响新技能学习的进度。特别是在排球普修课教学中,学生对新技能的接触,难免会出现错误动作,晚了,很难纠正；早了,错误连连,无法着手。以往对错误动作纠正阶段的研究仅局限于基础性理论学科,缺少对教学中具体动作技能的实践验证。本文根据运动技能形成过程的理论基础,通过访谈排球领域的专家和教师,并结合排球普修课教学实践,试图探究传球错误动作纠正的合适阶段,为以后的排球传球教学提供一种新的思路和理论依据。本实验通过神经类型测试、身体素质测试和传球初始水平的测试来挑选实验对象,实验对象由游泳和篮球两专项组成,共分为三个同班级的实验组和对照组(同一专项),三者之间不存在干扰。在实验过程中,对照组学生正常上课,实验组学生在未完成一定的次数前不予干预,完成后再给予个别纠正,实验组和对照组的授课教师相同,教学方法不会对其产生影响。通过对实验组和对照组60学时的教学观察、分析,研究结果如下：1、在排球普修课教学中,从传球动作技能的分化阶段开始进行个别纠错比泛化阶段纠正错误效果好。2、在排球32节课(64学时)的普修课中,游泳专项学生在连续对传次数到20次(第8次课)左右时传球技能的形成过程接近分化阶段,篮球专项学生在连续对传次数到30次(第10次课)左右时接近分化阶段。可以认为不同专项学生在学习传球动作技能时,达到分化阶段的量化标准不同。3、大部分学习者更愿意接受教师在分化阶段对自己的动作进行个别纠错。教师也认为在分化阶段进行个别纠错相对比较容易,而且节省了纠正错误的时间。
[Abstract]:Error correction is an important part of physical education teaching and training. When students appear wrong actions, different correction stages will affect the progress of learning new skills. Especially in the volleyball general course teaching, the students' contact with the new skills will inevitably appear wrong action, late, it is very difficult to correct; early, mistakes again and again, can not start. In the past, the research on the stage of error correction was limited to the basic theoretical subject, and the practical verification of the specific action skills in teaching was lacking. Based on the theoretical basis of the formation process of motor skills, this paper, by interviewing experts and teachers in volleyball field, and combining with the teaching practice of volleyball general course, attempts to explore the appropriate stage of correcting the wrong movement of passing the ball. To provide a new way of thinking and theoretical basis for the volleyball passing teaching in the future. In this experiment, the subjects were selected by nerve type test, physical fitness test and initial pass level test. The subjects were composed of swimming and basketball. It was divided into three experimental groups with the same class and the control group (the same special item), and there was no interference among the three groups. In the course of the experiment, the students in the control group were in normal class, the students in the experimental group did not intervene before completing a certain number of times, and then they were given individual correction after completion. The teaching teachers in the experimental group and the control group were the same, and the teaching method would not have an effect on it. Through the teaching observation of 60 hours in the experimental group and the control group, the research results are as follows: 1, in the volleyball general course teaching, Starting from the differentiation stage of passing skill, it is better to correct errors in individual error correction than in generalization stage. In 32 courses of volleyball (64 hours), The formation process of passing skills was close to the differentiation stage when the number of consecutive transfers reached 20 times (the 8th lesson), while the basketball special students reached the differentiation stage when the number of consecutive pairs reached 30 times (the 10th lesson). It can be concluded that students with different special subjects have different quantification standards to reach the differentiation stage when they learn the skills of passing movement. Most learners prefer to accept teachers' individual correction of their own actions in the differentiation stage. Teachers also think that it is relatively easy to correct errors in the differentiation stage and save time to correct them.
【学位授予单位】：北京体育大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G842-4
本文编号：2167323
[Abstract]:Error correction is an important part of physical education teaching and training. When students appear wrong actions, different correction stages will affect the progress of learning new skills. Especially in the volleyball general course teaching, the students' contact with the new skills will inevitably appear wrong action, late, it is very difficult to correct; early, mistakes again and again, can not start. In the past, the research on the stage of error correction was limited to the basic theoretical subject, and the practical verification of the specific action skills in teaching was lacking. Based on the theoretical basis of the formation process of motor skills, this paper, by interviewing experts and teachers in volleyball field, and combining with the teaching practice of volleyball general course, attempts to explore the appropriate stage of correcting the wrong movement of passing the ball. To provide a new way of thinking and theoretical basis for the volleyball passing teaching in the future. In this experiment, the subjects were selected by nerve type test, physical fitness test and initial pass level test. The subjects were composed of swimming and basketball. It was divided into three experimental groups with the same class and the control group (the same special item), and there was no interference among the three groups. In the course of the experiment, the students in the control group were in normal class, the students in the experimental group did not intervene before completing a certain number of times, and then they were given individual correction after completion. The teaching teachers in the experimental group and the control group were the same, and the teaching method would not have an effect on it. Through the teaching observation of 60 hours in the experimental group and the control group, the research results are as follows: 1, in the volleyball general course teaching, Starting from the differentiation stage of passing skill, it is better to correct errors in individual error correction than in generalization stage. In 32 courses of volleyball (64 hours), The formation process of passing skills was close to the differentiation stage when the number of consecutive transfers reached 20 times (the 8th lesson), while the basketball special students reached the differentiation stage when the number of consecutive pairs reached 30 times (the 10th lesson). It can be concluded that students with different special subjects have different quantification standards to reach the differentiation stage when they learn the skills of passing movement. Most learners prefer to accept teachers' individual correction of their own actions in the differentiation stage. Teachers also think that it is relatively easy to correct errors in the differentiation stage and save time to correct them.
【学位授予单位】：北京体育大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G842-4
【参考文献】
相关期刊论文 前10条
1 杨锡让,张禹;运动技能学学科现状与发展[J];北京体育大学学报;2005年07期
2 王文生;竞技性体操运动训练时机及初训时机之研究[J];北京体育师范学院学报;1999年03期
3 陈海春;福建省排球运动员神经类型与专职定位关联的探析[J];福建师范大学学报(自然科学版);2002年04期
4 徐宜芬;;浅析排球教学中易犯错误动作的纠正方法[J];贵阳学院学报(自然科学版);2009年01期
5 陈高国;排球正面传球教学探讨[J];贵州民族学院学报(哲学社会科学版);2004年04期
6 杜熙茹;张林挺;赵媛媛;邓红妮;向玲;;非奥运项目技能类难美项群优秀女选手神经类型与分析[J];广州体育学院学报;2007年01期
7 赛喜东;试谈排球教学中学生纠正错误动作能力的培养[J];赤峰学院学报(自然科学版);2005年01期
8 周俊芬;潘年丽;;排球传球技术中常见的错误动作与纠错方法[J];湖北师范学院学报(自然科学版);2009年02期
9 白丰军;;体育教学中错误动作产生的原因及预防纠正的探讨[J];华章;2012年02期
10 何应凯;扶健华;;我国定向运动员神经类型特征研究[J];华南理工大学学报(社会科学版);2012年02期
相关博士学位论文 前1条
1 何珊;德育时机论[D];河北师范大学;2011年
相关硕士学位论文 前4条
1 梁劝;迁移规律在高校排球教学中的运用研究[D];苏州大学;2011年
2 孙雪红;健美操专项学生在艺术体操学习中运动技能迁移效果的实验研究[D];西安体育学院;2010年
3 丁国跃;排球运动技能形成过程的阶段研究[D];河南大学;2012年
4 毕于伟;运动技能迁移在技能主导类隔网对抗性项目中理论与实践的探讨[D];四川师范大学;2012年
，本文编号：2167323
本文链接：https://www.wllwen.com/jiaoyulunwen/tylw/2167323.html
