本文選題：公安警察院校 + 擒拿格斗課��； 參考：《沈陽體育學院》2010年碩士論文

【摘要】：研究目的:本文從“開放—探究式”教學模式的構建入手,分析“開放—探究式”教學模式的要素,指出了“開放—探究式”教學模式與傳統(tǒng)教學模式區(qū)別。為了改變公安警察院校擒拿格斗課以教師為中心的傳統(tǒng)教學模式,通過等組對比的教學實驗,旨在使學生在輕松、愉快的氣氛下進行擒拿格斗課的學習,享受學習的樂趣,運動的快樂,激發(fā)學生的積極性、主動性,培養(yǎng)學生創(chuàng)造、探究能力,提高合作、競爭意識,從而提高擒拿格斗課的教學質量,為社會培養(yǎng)出更多合格的警察,從而為擒拿格斗課的實踐應用提供一些理論依據(jù)。 研究方法:文獻資料法、問卷調查法、訪談法、教學實驗法、數(shù)理統(tǒng)計法。 研究結果:實驗前,學生的身體素質水平與擒拿格斗的基礎水平?jīng)]有明顯的差異;實驗后,學生的身體素質水平與擒拿格斗的基礎水平都有了不同程度的變化,并且學生的創(chuàng)造能力、探究能力、競爭意識、合作意識都有所增強。 研究結論:“開放—探究式”教學模式能充分激發(fā)學生的學習興趣,提高學習的主動性、積極性,有利于學生掌握技術動作;“開放—探究式”教學模式有利于學生與教師搭建一個交流與溝通的平臺;“開放—探究式”教學模式對學生的創(chuàng)造能力、探究能力以及學生的合作意識、競爭意識的提高有顯著效果。 建議:教師應該在學期初,根據(jù)教學大綱內容制定一個適合“開放—探究式”教學模式的教學計劃,以免因為時間或者單純?yōu)榱送瓿山虒W內容而忽略了教學模式的應用效果;鑒于“開放—探究式”教學模式的教學特點,教師在安排教學內容時應考慮學生的接受能力;教師應該在課前做好教學準備工作,包括場地設施和教學素材等,為學生創(chuàng)建良好的學習情境;教學模式多種多樣,教師在教學過程中,可根據(jù)實際情況,選擇適當?shù)慕虒W模式。
[Abstract]:The purpose of this paper is to start with the construction of "open-inquiry" teaching mode, analyze the elements of "open-inquiry" teaching mode, and point out the difference between "open-inquiry" teaching mode and traditional teaching mode. In order to change the traditional teacher-centered teaching mode of arrest and combat classes in police academies of public security, the purpose of this study is to make students study in a relaxed and pleasant atmosphere and enjoy the fun of learning. The joy of sports, the stimulation of students' enthusiasm and initiative, the cultivation of students' ability of creativity, inquiry, cooperation and competition, so as to improve the quality of teaching of arrest and combat, and to train more qualified policemen for the society. So as to provide some theoretical basis for the practical application of capture and combat class. Methods: literature, questionnaire, interview, teaching experiment, mathematical statistics. The results showed that before the experiment, there was no significant difference between the students' physical fitness level and the basic level of arrest and wrestling, and after the experiment, the students' physical fitness level and the basic level of arrest and combat had changed to different degrees. And the students'creative ability, inquiry ability, competition consciousness and cooperation consciousness have been strengthened. The conclusion of the study is that the "open-inquiry" teaching mode can stimulate students' interest in learning, improve their initiative and enthusiasm, and help students master technical action. The "open-inquiry" teaching mode is helpful for students and teachers to set up a platform for communication and communication, and the "open-inquiry" teaching mode has great influence on students' creative ability, inquiry ability and students' consciousness of cooperation. The improvement of competition consciousness has remarkable effect. It is suggested that teachers should make a teaching plan suitable for the "open-inquiry" teaching mode at the beginning of the semester according to the syllabus, so as not to neglect the application effect of the teaching model because of time or simply for the purpose of completing the teaching content. In view of the teaching characteristics of the "open-inquiry" teaching model, teachers should take into account the acceptability of students when arranging teaching contents, and teachers should prepare themselves for teaching before class, including venue facilities and teaching materials, etc. A good learning situation is created for students, and there are many teaching models. In the process of teaching, teachers can choose the appropriate teaching mode according to the actual situation.
【學位授予單位】：沈陽體育學院
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：D631.15

【引證文獻】

相關期刊論文 前1條

1 趙美環(huán);;簡論“體驗式”教學法在擒拿格斗訓練中的運用[J];太原城市職業(yè)技術學院學報;2013年06期

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本文編號：1856745