合作学习法在高中足球教学中的实验研究
发布时间：2018-11-07 20:32
【摘要】：随着我国中学体育教学改革的不断深入,围绕体育教学方法变革与创新的研究一直是理论研究的热点与难点,研究成果日渐丰富,越来越多的新兴教学方法被运用到中学体育教学中,合作学习法作为中学体育教学课程改革所提倡的重要学习方式之一,近年来在中学体育教学中得到了初步运用。本研究以文献资料法、专家访谈法、问卷调查法、数理统计学、教学实验法等研究方法;以濮阳市中原油田第一高级中学高二(9)班和高二(10)班两个自然班学生作为实验对象;随即分为实验班、对照班,分别进行为期16周、每周2个学时的合作学习法教学、传统教学法教学,两个班级的教学内容、教学课时完全相同,但对其所采取的教学方法不同。通过实验前后身体素质、足球技术、非认知能力、教学效果等内容的测试和调查,进行教学实验的比较研究。旨在比较高中足球教学中运用合作学习法与传统教学法教学效果的差异,了解合作学习法在提升学生身体素质、足球技术、非认知能力及教学效果等方面的效果,为高中足球教学运用合作学习法提供理论依据。通过对实验数据和调查结果的对比分析,本研究得出结论如下:1、在高中足球教学中运用合作学习法和传统教学法都能提高学生的身体素质,并且两种教学方法在学生身体素质指标提高方面没有显著性差异。2、在高中足球教学中运用合作学习法和传统教学法都能有效地提高学生的足球技术,两种教学方法对实验班和对照班学生的足球技术提高方面没有显著性差异。3、在非认知能力方面,合作学习法的实验班学生在合作意识、竞争意识、群体凝聚力上均显著高于传统教学法的对照班学生,出现显著性差异。说明运用合作学习法在培养学生的合作意识、竞争意识、群体凝聚力效果更好,更能提高学生的学习积极性,改善学生的学习态度。4、在实验后对学生进行教学效果问卷调查,实验班的学生对合作学习法的教学方式非常感兴趣,对其评价效果更加满意。根据上述的结论提出建议如下:1、改变教师的教学理念,提高自身综合素质,学习并运用合作学习法教学。只有高中体育教师自我充电,才能带动学生在体育锻炼中发挥合作学习法的教学效果。2、开展高中体育专项化,按照学生的喜好和学校条件,自主选项,实施专项化的体育教学,并由教师引导学生,掌握学生的学习情况,让学生参与到合作学习法的教学中来,真正体会到合作学习法给学生们带来的作用和乐趣,改变学生“喜欢体育却不喜欢体育课”现状,帮助学生掌握1—2项可以伴随终身的体育项目。
[Abstract]:With the deepening of physical education teaching reform in middle schools in China, the research on the reform and innovation of physical education teaching methods has been the hot and difficult point of theoretical research, and the research results are becoming more and more abundant. More and more new teaching methods have been applied to physical education teaching in middle schools. As one of the important learning methods advocated by the reform of physical education curriculum in middle schools, cooperative learning method has been applied preliminarily in physical education teaching in middle schools in recent years. In this study, literature, expert interviews, questionnaire survey, mathematical statistics, teaching experiments and other research methods; The second (9) and the second (10) natural classes of the second (9) and the second (10) classes of the first Senior Middle School of Zhongyuan Oilfield in Puyang City were taken as the experimental objects. The experiment class and the control class were divided into experimental class and control class for 16 weeks and 2 hours a week respectively. The traditional teaching method and the teaching content of the two classes were the same, but the teaching methods were different. Through the test and investigation of physical fitness, football technique, non-cognitive ability and teaching effect before and after the experiment, the comparative study of teaching experiment was carried out. The purpose of this paper is to compare the differences between the cooperative learning method and the traditional teaching method in high school football teaching, and to understand the effects of the cooperative learning method in improving the students' physical quality, football skills, non-cognitive ability and teaching effect. To provide a theoretical basis for the use of cooperative learning in football teaching in senior high school. Based on the comparative analysis of experimental data and investigation results, the conclusions are as follows: 1. The use of cooperative learning and traditional teaching methods in football teaching in senior high school can improve students' physical quality. And there is no significant difference between the two teaching methods in the improvement of students' physical fitness. 2. The use of cooperative learning and traditional teaching methods in high school football teaching can effectively improve the students' football skills. There was no significant difference between the two teaching methods in improving the football skills of the students in the experimental class and the control class. 3. In the aspect of non-cognitive ability, the students in the experimental class of the cooperative learning method had a sense of cooperation and a sense of competition. The group cohesion was significantly higher than that of the control class with traditional teaching method, and there was significant difference. The results show that the cooperative learning method can improve the students' cooperative consciousness, competitive consciousness, group cohesion, improve students' learning enthusiasm and improve students' learning attitude. The students in the experimental class are interested in the teaching method of cooperative learning and are more satisfied with the evaluation effect. According to the above conclusions, some suggestions are put forward as follows: 1. Change teachers' teaching idea, improve their own comprehensive quality, study and use cooperative learning method in teaching. Only if high school PE teachers recharge themselves, can they lead students to play the teaching effect of cooperative learning method in physical exercise. 2. Develop special sports programs in senior high schools, and make independent choices according to students' preferences and school conditions. Implement special physical education, guide students by teachers, master students' learning situation, let students participate in the teaching of cooperative learning method, and truly realize the role and pleasure that cooperative learning method brings to students. To change students'"like sports but not sports class" status quo, help students master 1-2 sports can be accompanied by lifelong sports.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96
本文编号：2317496
[Abstract]:With the deepening of physical education teaching reform in middle schools in China, the research on the reform and innovation of physical education teaching methods has been the hot and difficult point of theoretical research, and the research results are becoming more and more abundant. More and more new teaching methods have been applied to physical education teaching in middle schools. As one of the important learning methods advocated by the reform of physical education curriculum in middle schools, cooperative learning method has been applied preliminarily in physical education teaching in middle schools in recent years. In this study, literature, expert interviews, questionnaire survey, mathematical statistics, teaching experiments and other research methods; The second (9) and the second (10) natural classes of the second (9) and the second (10) classes of the first Senior Middle School of Zhongyuan Oilfield in Puyang City were taken as the experimental objects. The experiment class and the control class were divided into experimental class and control class for 16 weeks and 2 hours a week respectively. The traditional teaching method and the teaching content of the two classes were the same, but the teaching methods were different. Through the test and investigation of physical fitness, football technique, non-cognitive ability and teaching effect before and after the experiment, the comparative study of teaching experiment was carried out. The purpose of this paper is to compare the differences between the cooperative learning method and the traditional teaching method in high school football teaching, and to understand the effects of the cooperative learning method in improving the students' physical quality, football skills, non-cognitive ability and teaching effect. To provide a theoretical basis for the use of cooperative learning in football teaching in senior high school. Based on the comparative analysis of experimental data and investigation results, the conclusions are as follows: 1. The use of cooperative learning and traditional teaching methods in football teaching in senior high school can improve students' physical quality. And there is no significant difference between the two teaching methods in the improvement of students' physical fitness. 2. The use of cooperative learning and traditional teaching methods in high school football teaching can effectively improve the students' football skills. There was no significant difference between the two teaching methods in improving the football skills of the students in the experimental class and the control class. 3. In the aspect of non-cognitive ability, the students in the experimental class of the cooperative learning method had a sense of cooperation and a sense of competition. The group cohesion was significantly higher than that of the control class with traditional teaching method, and there was significant difference. The results show that the cooperative learning method can improve the students' cooperative consciousness, competitive consciousness, group cohesion, improve students' learning enthusiasm and improve students' learning attitude. The students in the experimental class are interested in the teaching method of cooperative learning and are more satisfied with the evaluation effect. According to the above conclusions, some suggestions are put forward as follows: 1. Change teachers' teaching idea, improve their own comprehensive quality, study and use cooperative learning method in teaching. Only if high school PE teachers recharge themselves, can they lead students to play the teaching effect of cooperative learning method in physical exercise. 2. Develop special sports programs in senior high schools, and make independent choices according to students' preferences and school conditions. Implement special physical education, guide students by teachers, master students' learning situation, let students participate in the teaching of cooperative learning method, and truly realize the role and pleasure that cooperative learning method brings to students. To change students'"like sports but not sports class" status quo, help students master 1-2 sports can be accompanied by lifelong sports.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96
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