走扁带融入小学体育教学及其对体质影响的实验研究
发布时间：2018-08-10 19:15
【摘要】：研究目的:针对小学生体质健康标准中对小学生身体素质发展的要求及小学生的身心特征,依据走扁带的形式和作用,探讨适合融入小学体育教学的走扁带内容及走扁带对小学生体质的影响。研究方法:(1)问卷调查法广泛收集国内外关于走扁带的文献作为参考,访谈走扁带领域的专家教授及专业运动员,确定融入小学体育教学的走扁带内容,并通过问卷调查走扁带教学内容及进度安排的合理性。(2)实验法选取广州市天河区柯木Xq小学2年级2个班的学生为实验对象,对照班进行正常的体育教学内容及每天40分钟的课外活动,实验班在正常的体育教学基础上融入15分钟走扁带内容及每天40分钟走扁带练习,进行12周的实验干预,分别在实验干预4周末、8周末、12周末进行身高、体重、肺活量、十字象限跳、走平衡木、闭眼单脚站立、扁带单脚站立、立定跳远、50米跑、一分钟跳绳的测试,对测试结果采用SPSS19.0进行统计学分析。研究结果:(1)在调查的130名教师中,90%的教师认为以“理论-技能-所需素质练习”为主线构建小学2-6年级走扁带教学内容合理;92.31%的教师认为实验班的走扁带教学内容及进度和课外体育活动走扁带的内容安排合理。(2)实验教学结束后,实验班分别有66.67%、71.43%和61.91%以上学生认为走扁带有趣、安全和不太难;71.43%以上的学生喜欢走扁带融入小学体育教学;对于走扁带及常规教学内容的掌握程度,一般掌握以上的比例分别是90.48%和92.86%。(3)12周实验教学结束后,对照班和实验班男、女生的肺活量均有显著性提高(P0.05),但对照班和实验班男、女生之间没有显著性差异(P0.05)。(4)12周实验教学结束后,对照班和实验班男、女生的十字象限跳时间为显著性和非常显著性减少(P0.05,P0.01),且实验班比对照班男、女非常显著性和显著性减少(P0.01,P0.05);对于走扁带融入体育教学对小学生平衡能力的影响,在走平衡木成绩方面实验班和对照班男、女生间均无显著性差异(P0.05);对照组男、女生闭眼单脚站立及扁带单脚站立在12周后才有非常显著及显著性提高(P0.01,P0.05),而实验组男、女生闭眼单脚站立从8周末开始就显示非常显著性提高(P0.01),且在12周末比对照班男、女生有显著性提高(P0.05),同时实验组男、女生扁带单脚站立从4周末开始就显示显著性提高(P0.05),且在8周末、12周末比对照班男、女生有非常显著性提高(P0.01)。(5)12周实验教学结束后,对照班和实验班男、女生立定跳远、50米跑和一分钟跳绳均有非常显著性和显著性提高(P0.01,P0.05),且在实验班男、女生的提高较对照班显著(P0.05)。研究结论与建议:结论:(1)小学2-6年级走扁带教学体系及内容设计是合理的,教学实验说明大多数学生喜欢走扁带并能学会走扁带的技术要领。(2)相对于常规教学,融入走扁带内容的体育教学更能促进小学生灵敏、平衡、下肢力量、速度、耐力等素质的发展。建议:(1)小学体育教学融入走扁带对提高小学生体质有促进作用,建议教育主管部门制定相关试点教学政策让走扁带进入小学体育课堂。(2)为促进走扁带在小学体育教学中的推广,应尽快出版相关走扁带教程。
[Abstract]:Research purposes: According to the requirements of pupils'physical fitness development and pupils' physical and mental characteristics in the standard of physical fitness, and according to the form and function of the flat belt, this paper discusses the content of the flat belt and the influence of the flat belt on pupils'physical fitness. Based on the literature of flat belt walking, interviewed the experts, professors and professional athletes in the leading area of flat belt walking, determined the content of flat belt walking in primary school physical education, and investigated the rationality of teaching content and schedule through questionnaires. (2) The experimental method selected two classes of Grade 2 of Kemu Xq Primary School in Tianhe District of Guangzhou as the experimental subjects. The control class had normal physical education contents and 40 minutes extracurricular activities every day. The experimental class had 15 minutes of flat belt walking and 40 minutes of flat belt walking on the basis of normal physical education. The experimental intervention was carried out for 12 weeks. Height, weight, vital capacity and cross quadrant jumping were carried out at the end of 4, 8 and 12 weeks respectively. Walking balance beam, standing on one foot with closed eyes, flat belt standing on one foot, standing long jump, 50 meters running, one minute rope skipping test, the results of the test were statistically analyzed by SPSS 19.0. The results showed that: (1) Among 130 teachers surveyed, 90% thought that "theory-skills-required quality exercises" as the main line to construct the teaching of 2-6 grade walking flat belt in primary schools. 92.31% of the teachers believed that the teaching content and progress of the flat belt walking in the experimental class and the arrangement of the content of the flat belt walking in extracurricular sports activities were reasonable. (2) After the experimental teaching, 66.67% of the experimental class, 71.43% and 61.91% of the students thought that the flat belt walking was interesting, safe and not too difficult; 71.43% of the students liked to integrate the flat belt into the primary school. (3) After 12 weeks of experimental teaching, the vital capacity of male and female students in control class and experimental class increased significantly (P 0.05), but there was no significant difference between male and female students in control class and experimental class (P 0.05). After the end of teaching, the cross-quadrant jump time of the control class and the experimental class was significantly and very significantly reduced (P There was no significant difference between boys and girls in the control group (P At the same time, male and female students in the experimental group stand on one foot from the 4th weekend showed significant improvement (P 0.05), and in the 8th weekend, 12th weekend compared with the control class male, female students have very significant improvement (P 0.01). (5) After 12 weeks of experimental teaching, the control class and experimental class male, female students stand long jump, 50 meters running and one minute jump. The results showed that: (1) The teaching system and content design of flat belt walking in grade 2-6 of primary school were reasonable, and the teaching experiment showed that most students liked to walk flat belt and could learn the technical essentials of flat belt walking. (2) Compared with the conventional teaching, the integration of flat belt into physical education can promote the development of pupils'agility, balance, lower limb strength, speed, endurance and other qualities. Suggestions: (1) The integration of flat belt into physical education in primary schools can promote the improvement of pupils' physique. It is suggested that the competent education departments formulate relevant experimental teaching policies to let the flat belt into small ones. (2) In order to promote the popularization of the flat belt in primary school physical education, we should publish the related courses as soon as possible.
【学位授予单位】：广州体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.8
本文编号：2175941
[Abstract]:Research purposes: According to the requirements of pupils'physical fitness development and pupils' physical and mental characteristics in the standard of physical fitness, and according to the form and function of the flat belt, this paper discusses the content of the flat belt and the influence of the flat belt on pupils'physical fitness. Based on the literature of flat belt walking, interviewed the experts, professors and professional athletes in the leading area of flat belt walking, determined the content of flat belt walking in primary school physical education, and investigated the rationality of teaching content and schedule through questionnaires. (2) The experimental method selected two classes of Grade 2 of Kemu Xq Primary School in Tianhe District of Guangzhou as the experimental subjects. The control class had normal physical education contents and 40 minutes extracurricular activities every day. The experimental class had 15 minutes of flat belt walking and 40 minutes of flat belt walking on the basis of normal physical education. The experimental intervention was carried out for 12 weeks. Height, weight, vital capacity and cross quadrant jumping were carried out at the end of 4, 8 and 12 weeks respectively. Walking balance beam, standing on one foot with closed eyes, flat belt standing on one foot, standing long jump, 50 meters running, one minute rope skipping test, the results of the test were statistically analyzed by SPSS 19.0. The results showed that: (1) Among 130 teachers surveyed, 90% thought that "theory-skills-required quality exercises" as the main line to construct the teaching of 2-6 grade walking flat belt in primary schools. 92.31% of the teachers believed that the teaching content and progress of the flat belt walking in the experimental class and the arrangement of the content of the flat belt walking in extracurricular sports activities were reasonable. (2) After the experimental teaching, 66.67% of the experimental class, 71.43% and 61.91% of the students thought that the flat belt walking was interesting, safe and not too difficult; 71.43% of the students liked to integrate the flat belt into the primary school. (3) After 12 weeks of experimental teaching, the vital capacity of male and female students in control class and experimental class increased significantly (P 0.05), but there was no significant difference between male and female students in control class and experimental class (P 0.05). After the end of teaching, the cross-quadrant jump time of the control class and the experimental class was significantly and very significantly reduced (P There was no significant difference between boys and girls in the control group (P At the same time, male and female students in the experimental group stand on one foot from the 4th weekend showed significant improvement (P 0.05), and in the 8th weekend, 12th weekend compared with the control class male, female students have very significant improvement (P 0.01). (5) After 12 weeks of experimental teaching, the control class and experimental class male, female students stand long jump, 50 meters running and one minute jump. The results showed that: (1) The teaching system and content design of flat belt walking in grade 2-6 of primary school were reasonable, and the teaching experiment showed that most students liked to walk flat belt and could learn the technical essentials of flat belt walking. (2) Compared with the conventional teaching, the integration of flat belt into physical education can promote the development of pupils'agility, balance, lower limb strength, speed, endurance and other qualities. Suggestions: (1) The integration of flat belt into physical education in primary schools can promote the improvement of pupils' physique. It is suggested that the competent education departments formulate relevant experimental teaching policies to let the flat belt into small ones. (2) In order to promote the popularization of the flat belt in primary school physical education, we should publish the related courses as soon as possible.
【学位授予单位】：广州体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.8
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