具象思维在小学武术教学的应用研究

发布时间：2018-01-27 00:49

本文关键词： 具象思维教学策略小学武术　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：小学武术的学习是建立在不同思维方式的相互交织和身与心的高度协调上的。具象思维是在本质上区别于抽象思维与形象思维之外的另一种独立的思维方式,具有东方人思维特点,在当前的学术研究与心理活动实践中,具象思维在生理学、教育学、心理学、医学等方面的存在价值都得到了认同与肯定。并有更多的研究成果的提出。具象思维的核心思想,是人在思维认知活动过程中人的内在思维与外源物象之间的相互作用。中国武术作为具有明显东方人思维特征的体育文化,是强调感知与体悟的运动形式。因此,将具象思维的思维方式与其相关的研究与方式手段引入武术学习与训练之中,对于提高武术学习与训练的效果,有着重要的意义。小学生处在幼儿向少年过渡的阶段,具有活泼好动、勇于尝试的外在特点,且在内在特征表现为思维活跃,发散灵活,易受外界事物与自身思维跳跃的影响,其思维方从初级具象思维逐渐向直观形象思维发展的,且学校教育中也将教学重点也是放在对形象思维与抽象思维二者的发展与应用进行系统的培养,引导,而忽略了具象思维的存在,教师不能充分做到在学生的角度上去了解学生学习过程中的感受,致使学生在武术学习上与对于武术的认识认知上难以达到预期的效果。本研究总结具象思维的相关研究成果与具象思维在武术运动中的理论实践经验,对具象思维对于改善小学武术教学中的作用,提出了一套对于小学武术教育的具象思维教学策略。包括重点刺激、辅助、阻抗等具象特征的教学方法,抽象引导或情景引导具象物象构建的教学手段等多种教学策略并运用到小学武术教育当中,与原有传统的教学方式相辅相成,相互弥补,通过教学实验检验具象思维在小学武术教学中对于学生武术学习兴趣与武术的认识与认知能力的作用,并得出以下结论。(1)具象思维教学手段的应用在小学武术教学中是切实可行的且具有积极作用。(2)具象思维教学手段的应用使能学生在武术与学习认知和、武术技能掌握和武术兴趣等方面的成绩有了一定的提高,但具象思维对于班集体整体成绩提高的贡献值并不十分显著。(3)具象思维教学手段的应用,在小学武术教学中对于小学生对于武术的兴趣上可以调动对武术兴趣低下甚至抵触的学生逐渐接受并喜欢武术文化。并培养出一批对于武术兴趣极为浓厚的学生。(4)进行小学武术的具象思维教学,设计合适的教学策略与使用恰当的教学方法是课程进行的关键,通过实验证明,本研究提出的具象思维教学策略与教学手段是有效的。
[Abstract]:The study of Wushu in primary school is based on the interweaving of different thinking modes and the high coordination between body and heart. Concrete thinking is another independent mode of thinking which is essentially different from abstract thinking and image thinking. In the current academic research and the practice of psychological activities, concrete thinking in physiology, pedagogy, psychology. Medical and other aspects of the value of existence have been recognized and affirmed, and there are more research results put forward, the core thinking of concrete thinking. Chinese Wushu is the interaction between human's internal thinking and exogenous objects in the process of thinking and cognition. Chinese Wushu is a sports culture with obvious thinking characteristics of oriental people. Therefore, the thinking mode of concrete thinking and its related research and means are introduced into the study and training of Wushu to improve the effect of learning and training of Wushu. Primary school students are in the stage of transition from young children to young children, with lively and active, bold to try the external characteristics, and in the internal characteristics of active thinking, divergence and flexibility. Easy to be affected by external things and their own thinking jump, its thinking side from the primary concrete thinking gradually to the development of visual thinking. In school education, the emphasis of teaching is also put on the development and application of image thinking and abstract thinking, and neglect the existence of concrete thinking. Teachers can not fully understand the students' feelings in the learning process from the perspective of students. It is difficult for the students to achieve the expected results in the study of Wushu and the cognition of Wushu. This study summarizes the related research results of concrete thinking and the theoretical and practical experience of concrete thinking in Wushu. As to the role of concrete thinking in improving the teaching of Wushu in primary schools, this paper puts forward a set of teaching strategies of concrete thinking for Wushu education in primary schools, including the teaching methods of concrete characteristics such as key stimulation, auxiliary, impedance and so on. Abstract guidance or situational guidance concrete material construction of teaching methods and other teaching strategies and applied to the primary school martial arts education, and the original traditional teaching methods complement each other, make up for each other. Through teaching experiments, this paper examines the effect of concrete thinking on students' interest in Wushu learning and their cognition and ability in Wushu teaching in primary schools. The application of concrete thinking teaching method in Wushu teaching in primary school is feasible and has a positive effect. The application of concrete thinking teaching means enables students to learn in Wushu with cognitive harmony. However, the contribution of concrete thinking to the improvement of class overall achievement is not very significant. 3) the application of concrete thinking teaching means. In the elementary school martial arts teaching, the students who have low interest or even resistance to martial arts can gradually accept and like the martial arts culture, and cultivate a group of students who are very interested in martial arts. (. 4) the teaching of concrete thinking in primary school martial arts. The design of appropriate teaching strategies and the use of appropriate teaching methods are the key to the course. The experimental results show that the concrete thinking teaching strategies and teaching methods proposed in this study are effective.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.8

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