认知弹性理论在体育院系田径技术教学中的实验研究
发布时间：2018-11-23 20:37
【摘要】：一种新兴的教学模式与教学方法对新一轮的课程改革有极大的指导意义,如何引导学生对问题的质疑,如何针对在遇到学习的困难进行调查和探究,如何在实践中学习是教育工作者应该着重思考的问题。每一种理论出现都会伴随着其他的理论出现,认知弹性理论源于认知主义学习理论和建构主义学习理论,但又与二者理论有了本质的区别,认知弹性理论主要应用于结构不良领域。在田径技术动作中又有许多的结构不良领域知识,将认知弹性理论应用到田径项目中的结构不良领域更能有效的帮助学习者解决技术动作学习过程中出现的不理解或不能正确运用技术动作的问题。这种模式下的教学与传统教学模式更加能体现出学生的主体地位,教师提出问题、反馈信息,学习者通过探讨、合作、自我分析、与他人信息交换等途径解决问题。本文以解决实际问题为支撑,运用情境学习为根据,以教学目标为指导进行教学设计。本文通过文献资料法、专家访谈法、数据分析法、实验法、问卷调查法,结合本学期的教学大纲,以湖北民族学院2016级两个体育教育专业田径普修班的学生为实验对象进行研究,采用实验班与对照班为期14周的教学实验得出以下结论:(1)通过研究发现在认知弹性理论的模式教育下实验班对跨栏跑和挺身式跳远平均掌握程度都优于对照班,根据跨栏跑和挺身式跳远的评价指标发现实验班的得分值也高于对照班。(2)认知弹性理论模式教育下实验班多元才能(知识整合能力和团结合作)的表现都优于采用传统模式教育下的对照班。(3)实验班的核心能力(主要是观察力、想象力、理解力)与对照班相比较发现:实验班观察力表现为极大提高的18人,对照班观察力表现为极大提高的是8人;想象力方面实验班极大提高人数为15人,对照班极大提高人数为8人;理解力方面实验班极大提高人数为16人,对照班极大提高人数为9人,可以看出实验班在核心能力表现情况都明显好于对照班。
[Abstract]:A new teaching model and teaching method have great guiding significance for the new round of curriculum reform. How to guide students to question the problems, how to investigate and explore the difficulties encountered in learning, How to learn in practice is a problem that educators should focus on. The emergence of each theory is accompanied by other theories. The cognitive elasticity theory originates from the cognitive learning theory and the constructivist learning theory, but it has essential difference from the two theories. The theory of cognitive elasticity is mainly applied in the field of poor structure. In track and field technical action, there is also a lot of poorly structured field knowledge, Applying the theory of cognitive elasticity to the field of poor structure in track and field events can effectively help learners solve the problem of not understanding or not correctly using technical action in the process of learning technical action. The teaching and traditional teaching mode in this mode can reflect the students' main position more, the teacher puts forward the question, the feedback information, the learner solves the problem through the discussion, the cooperation, the self-analysis, the information exchange with others and so on. This paper is based on solving practical problems, using situational learning as the basis, and guided by teaching objectives to carry out teaching design. In this paper, through the methods of literature, expert interview, data analysis, experiment, questionnaire, and the syllabus of this semester, Taking the students of two athletics general courses of Hubei Institute of nationalities 2016 as the experimental object, The following conclusions are drawn from the 14-week teaching experiment between the experimental class and the control class: (1) it is found that under the model of cognitive elasticity theory, the experimental class is better than the control class in the average mastery of hurdle running and long jump. According to the evaluation indexes of hurdle running and long jump, it was found that the score of experimental class was higher than that of control class. (2) the performance of multi-talent (knowledge integration ability and solidarity and cooperation) of experimental class under the model of cognitive elasticity theory was also higher than that of control class. (3) the core competence of the experimental class (mainly observational ability) is better than that of the control class under the traditional mode of education. Compared with the control class, the observation ability of the experimental class is greatly improved, and the observation ability of the control class is greatly improved by 8 people; the comparison between the experimental class and the control class shows that the observation ability of the experimental class is greatly improved, and the observation ability of the control class is greatly improved. In imagination, the number of experimental class was 15 and that of control class was 8. In terms of understanding ability the experimental class greatly improved the number of 16 students and the control class greatly improved the number of 9 students. It can be seen that the experimental class is obviously better than the control class in the performance of core competence.
【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】：G82-4
本文编号：2352624
[Abstract]:A new teaching model and teaching method have great guiding significance for the new round of curriculum reform. How to guide students to question the problems, how to investigate and explore the difficulties encountered in learning, How to learn in practice is a problem that educators should focus on. The emergence of each theory is accompanied by other theories. The cognitive elasticity theory originates from the cognitive learning theory and the constructivist learning theory, but it has essential difference from the two theories. The theory of cognitive elasticity is mainly applied in the field of poor structure. In track and field technical action, there is also a lot of poorly structured field knowledge, Applying the theory of cognitive elasticity to the field of poor structure in track and field events can effectively help learners solve the problem of not understanding or not correctly using technical action in the process of learning technical action. The teaching and traditional teaching mode in this mode can reflect the students' main position more, the teacher puts forward the question, the feedback information, the learner solves the problem through the discussion, the cooperation, the self-analysis, the information exchange with others and so on. This paper is based on solving practical problems, using situational learning as the basis, and guided by teaching objectives to carry out teaching design. In this paper, through the methods of literature, expert interview, data analysis, experiment, questionnaire, and the syllabus of this semester, Taking the students of two athletics general courses of Hubei Institute of nationalities 2016 as the experimental object, The following conclusions are drawn from the 14-week teaching experiment between the experimental class and the control class: (1) it is found that under the model of cognitive elasticity theory, the experimental class is better than the control class in the average mastery of hurdle running and long jump. According to the evaluation indexes of hurdle running and long jump, it was found that the score of experimental class was higher than that of control class. (2) the performance of multi-talent (knowledge integration ability and solidarity and cooperation) of experimental class under the model of cognitive elasticity theory was also higher than that of control class. (3) the core competence of the experimental class (mainly observational ability) is better than that of the control class under the traditional mode of education. Compared with the control class, the observation ability of the experimental class is greatly improved, and the observation ability of the control class is greatly improved by 8 people; the comparison between the experimental class and the control class shows that the observation ability of the experimental class is greatly improved, and the observation ability of the control class is greatly improved. In imagination, the number of experimental class was 15 and that of control class was 8. In terms of understanding ability the experimental class greatly improved the number of 16 students and the control class greatly improved the number of 9 students. It can be seen that the experimental class is obviously better than the control class in the performance of core competence.
【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】：G82-4
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