体操技术教学中反馈时机与反馈效果的实验研究
发布时间：2018-10-31 19:52
【摘要】：信息加工理论认为,运动技能的学习是信息输入、转换、加工、处理、分析、贮存和提取运用的综合过程。通常在运动技能学习过程中,练习者需要教师提供必要的反馈信息来进行有效地调整和纠偏练习中产生的错误,使自己沿着正确的方向逼近最终学习目标。在运动技能教学过程中,何时向练习者提供信息反馈能最大限度地促进运动技能的学习已引起了广大体育教师和学生的关注。早期的学者认为,反馈越早,所获得学习效果就越好,并且得到大量实验证实。但最近有学者提出及时的反馈并不适用于所有类型运动技能的学习,究竟什么时候提供信息反馈能最大限度地促进运动技能的学习,目前还没达成一致的共识。本实验随机选取2014级体育教育专业学生18名为被试,将其随机均等分成同步反馈实验组、即刻反馈实验组、延迟反馈实验组三组。在自由体操、双杠、跳马教学过程中,分别交替采用同步反馈、即刻反馈、延迟反馈三种不同时机向学生进行信息反馈。实验中采用录像摄制和行为观察相结合的方法来记录实验资料,最后通过专家对信息完整性、准确性、有效性来综合评价反馈效果。将获得的三组数据分别采用SPSS16.0统计软件来处理,并运用多因素方差分析对数据进行差异显著性的检验。实验结果显示,反馈时机与反馈效果之间存在特定的关系,并得出如下结论:(1)体操技术教学中,不同的反馈时机对反馈效果产生不同的影响,同时信息的完整性、准确性、有效性也存在差异;(2)不同的反馈时机对运动技能学习的反馈效果与任务的性质有关,在简单动作的学习中,采用即刻反馈的效果明显好于同步、延迟反馈组,在复杂动作的学习中,采用即刻反馈更有利于运动技能的学习;(3)不同的感知途径对反馈总效果及信息完整性、准确性、有效性都有差异,动态性的录像反馈与教师有针对性的技术讲解相结合,有利于丰富学生的感性认识,获得准确、生动的动作表象,对动作技能的形成具有积极的促进作用;(4)体操技术教学中,在没有前提条件下,各种反馈时机的反馈效果不存在显著差异;该结果提示,在选择反馈模式时应从教学内容性质、教学要求等因素综合考虑;在体操技术教学中,为了更好的把握反馈时机充分利用反馈信息来指导教学,还应注意以下几个方面的问题:(1)体育教学直观性强,教师在提供反馈信息时,应注重视听觉信息的反馈,尽可能减少单纯视觉信息反馈,尽量使反馈信息直观性和多样性,提高学生对反馈信息的接受率;(2)教师给予学生的反馈信息越明确,学生的信息接受率就越高,在进行信息反馈时,语言应该精炼、准确,使复杂技术动作的概念通俗化、形象化、简单化;(3)体操技术教学的过程是复杂的,学生在练习时输出的信息很多,教师要善于捕捉有效信息,才能对学生所做的动作作出科学的判断,提供有针对性的反馈信息;
[Abstract]:The theory of information processing holds that the learning of motor skills is a comprehensive process of information input, transformation, processing, analysis, storage and extraction. Usually, in the process of learning motor skills, the learner needs the teacher to provide the necessary feedback information to adjust and correct the errors in the exercise effectively, so that he can approach the final learning goal in the right direction. In the process of motor skills teaching, when to provide information feedback to practitioners can promote the learning of motor skills to the maximum extent has attracted the attention of the majority of physical education teachers and students. Early scholars believed that the earlier the feedback, the better the learning effect, and a large number of experiments confirmed it. However, some scholars have recently proposed that timely feedback is not suitable for all types of motor skills, and there is no consensus on when to provide information feedback to maximize the learning of motor skills. In this experiment, 18 physical education students of grade 2014 were randomly divided into three groups: synchronous feedback experimental group, immediate feedback experimental group and delayed feedback experimental group. In the teaching process of floor exercise, parallel bars and horse vaulting, three kinds of information feedback are alternately adopted: synchronous feedback, instant feedback and delayed feedback. In the experiment, the method of video recording and behavior observation is used to record the experimental data. Finally, the feedback effect is synthetically evaluated by experts on the integrity, accuracy and validity of information. The three groups of data were processed by SPSS16.0 software, and multivariate analysis of variance (ANOVA) was used to test the significance of the data. The experimental results show that there is a specific relationship between feedback timing and feedback effect, and the following conclusions are drawn: (1) in gymnastics teaching, different feedback timing has different effects on feedback effect and the integrity of information. There are also differences in accuracy and validity; (2) the feedback effect of different feedback timing on the learning of motor skills is related to the nature of the task. In the learning of simple actions, the effect of adopting immediate feedback is better than that of synchronous and delayed feedback groups, and in the learning of complex actions, the effect of instant feedback is better than that of synchronous and delayed feedback groups. The use of immediate feedback is more conducive to the learning of motor skills; (3) the total effect of feedback and the integrity, accuracy and validity of the feedback are different from each other. The combination of dynamic video feedback and teachers' targeted technical explanation is helpful to enrich the students' perceptual knowledge and obtain the accuracy. The vivid movement appearance has the positive promotion function to the movement skill formation; (4) in gymnastic technique teaching, there is no significant difference in the feedback effect of various feedback opportunities without preconditions, the result suggests that the feedback mode should be considered comprehensively in terms of the nature of the teaching content, teaching requirements and other factors. In gymnastics technique teaching, in order to make full use of feedback information to guide teaching, we should pay attention to the following problems: (1) physical education teaching is intuitive, teachers provide feedback information, We should pay attention to the feedback of audio-visual information, reduce the feedback of visual information as much as possible, make the feedback information as intuitive and diverse as possible, and improve the students' acceptance rate of feedback information. (2) the more definite feedback information teachers give to students, the higher the information acceptance rate of students is. In the process of information feedback, language should be refined and accurate, so that the concept of complex technical action can be popularized, visualized and simplified; (3) the process of gymnastic technique teaching is complex, students output a lot of information in practice, teachers should be good at capturing effective information, in order to make scientific judgment on the actions of students, provide targeted feedback information;
【学位授予单位】：成都体育学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G83-4
本文编号：2303365
[Abstract]:The theory of information processing holds that the learning of motor skills is a comprehensive process of information input, transformation, processing, analysis, storage and extraction. Usually, in the process of learning motor skills, the learner needs the teacher to provide the necessary feedback information to adjust and correct the errors in the exercise effectively, so that he can approach the final learning goal in the right direction. In the process of motor skills teaching, when to provide information feedback to practitioners can promote the learning of motor skills to the maximum extent has attracted the attention of the majority of physical education teachers and students. Early scholars believed that the earlier the feedback, the better the learning effect, and a large number of experiments confirmed it. However, some scholars have recently proposed that timely feedback is not suitable for all types of motor skills, and there is no consensus on when to provide information feedback to maximize the learning of motor skills. In this experiment, 18 physical education students of grade 2014 were randomly divided into three groups: synchronous feedback experimental group, immediate feedback experimental group and delayed feedback experimental group. In the teaching process of floor exercise, parallel bars and horse vaulting, three kinds of information feedback are alternately adopted: synchronous feedback, instant feedback and delayed feedback. In the experiment, the method of video recording and behavior observation is used to record the experimental data. Finally, the feedback effect is synthetically evaluated by experts on the integrity, accuracy and validity of information. The three groups of data were processed by SPSS16.0 software, and multivariate analysis of variance (ANOVA) was used to test the significance of the data. The experimental results show that there is a specific relationship between feedback timing and feedback effect, and the following conclusions are drawn: (1) in gymnastics teaching, different feedback timing has different effects on feedback effect and the integrity of information. There are also differences in accuracy and validity; (2) the feedback effect of different feedback timing on the learning of motor skills is related to the nature of the task. In the learning of simple actions, the effect of adopting immediate feedback is better than that of synchronous and delayed feedback groups, and in the learning of complex actions, the effect of instant feedback is better than that of synchronous and delayed feedback groups. The use of immediate feedback is more conducive to the learning of motor skills; (3) the total effect of feedback and the integrity, accuracy and validity of the feedback are different from each other. The combination of dynamic video feedback and teachers' targeted technical explanation is helpful to enrich the students' perceptual knowledge and obtain the accuracy. The vivid movement appearance has the positive promotion function to the movement skill formation; (4) in gymnastic technique teaching, there is no significant difference in the feedback effect of various feedback opportunities without preconditions, the result suggests that the feedback mode should be considered comprehensively in terms of the nature of the teaching content, teaching requirements and other factors. In gymnastics technique teaching, in order to make full use of feedback information to guide teaching, we should pay attention to the following problems: (1) physical education teaching is intuitive, teachers provide feedback information, We should pay attention to the feedback of audio-visual information, reduce the feedback of visual information as much as possible, make the feedback information as intuitive and diverse as possible, and improve the students' acceptance rate of feedback information. (2) the more definite feedback information teachers give to students, the higher the information acceptance rate of students is. In the process of information feedback, language should be refined and accurate, so that the concept of complex technical action can be popularized, visualized and simplified; (3) the process of gymnastic technique teaching is complex, students output a lot of information in practice, teachers should be good at capturing effective information, in order to make scientific judgment on the actions of students, provide targeted feedback information;
【学位授予单位】：成都体育学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G83-4
【参考文献】
中国期刊全文数据库 前1条
1 王绍军;刘宇;;构建动作技能学习的反馈时机模式[J];宜春学院学报;2007年04期
，本文编号：2303365
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