本文關(guān)鍵詞： 快樂體育教學(xué)模式 普通中學(xué) 健美操教學(xué)　出處：《南京師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著新課程標(biāo)準(zhǔn)的實(shí)施,探索有效提高教學(xué)質(zhì)量和提高學(xué)生綜合能力的教學(xué)模式的研究已成為體育教學(xué)模式研究領(lǐng)域的熱點(diǎn)。傳統(tǒng)的體育教學(xué)模式采用機(jī)械枯燥的練習(xí),通過的單一重復(fù)的練習(xí)完成知識與技能的目標(biāo),忽視學(xué)生的情感體驗(yàn)。而健美操本身是一項(xiàng)受大眾喜歡的、普及性極強(qiáng),集體操、舞蹈、音樂、健身、娛樂于一體的有氧健身體育項(xiàng)目。由于教學(xué)方式多采用傳統(tǒng)的體育教學(xué)模式,使得本該充滿歡樂的課堂,變成重復(fù)枯燥的練習(xí)課。造成了學(xué)生喜歡健美操,但不喜歡上健美操課的現(xiàn)象。快樂體育教學(xué)模式是一項(xiàng)使學(xué)生在感受樂趣的過程中,掌握運(yùn)動技能,激發(fā)學(xué)生的學(xué)習(xí)積極性。本文通過在中學(xué)健美操的教學(xué)中運(yùn)用快樂體育教學(xué)模式,檢驗(yàn)快樂體育教學(xué)模式與傳統(tǒng)體育教學(xué)模式在健美操教學(xué)中產(chǎn)生的教學(xué)效果,為今后中學(xué)生健美操教學(xué)改革與推廣提供參考。本文通過文獻(xiàn)資料法、問卷調(diào)查法、數(shù)理統(tǒng)計(jì)法、實(shí)驗(yàn)法、觀察法等研究方法,并結(jié)合健美操的項(xiàng)目特點(diǎn)和教學(xué)現(xiàn)狀。其研究對象為快樂體育教學(xué)模式在中學(xué)健美操教學(xué)中的運(yùn)用,選取南京市二十九中學(xué)初中三年級學(xué)生為教學(xué)實(shí)驗(yàn)對象,進(jìn)行為期8周(每周2節(jié)體育課)的教學(xué)實(shí)驗(yàn),在教學(xué)中運(yùn)用快樂體育教學(xué)模式和傳統(tǒng)體育教學(xué)模式對比實(shí)驗(yàn),得出以下結(jié)論：(1)快樂體育教學(xué)模式在健美操教學(xué)過程中,采用大量趣味性游戲,利用有利于提高學(xué)生學(xué)習(xí)效率的教學(xué)方法的合理串聯(lián),讓學(xué)生在課上充分參與和體驗(yàn),提高學(xué)生學(xué)習(xí)的主動性,激發(fā)學(xué)生對健美操的學(xué)習(xí)興趣。(2)快樂體育教學(xué)模式在健美操教學(xué)過程中,引用了團(tuán)隊(duì)合作的理念,在實(shí)施過程中合理分組,并以團(tuán)隊(duì)的形式參與挑戰(zhàn)性活動項(xiàng)目,注重學(xué)生的反思、分享與討論,給學(xué)生交流的空間,有利于學(xué)生同伴接納能力的提高。(3)快樂體育教學(xué)模式在中學(xué)健美操教學(xué)過程中,通過熱身、游戲、健美操基本動作的學(xué)習(xí)等內(nèi)容。對于學(xué)生柔韌素質(zhì)方面,兩組不存在顯著差異性,說明在健美操教學(xué)中,還需增設(shè)相關(guān)素質(zhì)的練習(xí),更有利于學(xué)生身體素質(zhì)的提高。(4)快樂體育教學(xué)模式在健美操技術(shù)學(xué)習(xí)過程中,遵循循序漸進(jìn)的教學(xué)原則,采用由易到難的學(xué)習(xí)方式,符合學(xué)生的認(rèn)知規(guī)律和技術(shù)學(xué)習(xí)的規(guī)律,并強(qiáng)調(diào)學(xué)生積極參與體驗(yàn),感受學(xué)習(xí)樂趣。有利于綜合成績和技能成績的提高。
[Abstract]:With the implementation of the new curriculum standards. The research on the teaching mode of improving teaching quality and students' comprehensive ability effectively has become a hot spot in the research field of physical education teaching mode. The traditional physical education teaching model adopts mechanical and boring exercises. Through a single repetitive exercise to achieve the goal of knowledge and skills, ignoring the emotional experience of students. And aerobics itself is a popular, popular, collective gymnastics, dance, music, fitness. Because of the traditional physical education mode, which should be full of joy, the class should be full of joy and become a boring exercise class, which causes students to like aerobics. But do not like the phenomenon of aerobics class. Happy physical education model is to enable students to enjoy the process of mastering sports skills. This paper tests the teaching effect of happy sports teaching mode and traditional physical education mode in aerobics teaching by using happy sports teaching mode in the teaching of aerobics in middle school. This paper provides a reference for the reform and popularization of aerobics teaching in middle school students. This paper adopts the methods of literature, questionnaire, mathematical statistics, experiment, observation and so on. Combined with the characteristics of aerobics items and teaching status. Its research object is the application of happy physical education model in the teaching of aerobics in middle schools. Nanjing 29 junior middle school junior high school students as the teaching experiment object. The experiment was carried out for 8 weeks (2 PE classes per week), and a comparative experiment was made between the happy physical education teaching model and the traditional physical education teaching mode. Draw the following conclusion: 1) the happy physical education teaching model in aerobics teaching process, using a large number of interesting games, the use of teaching methods conducive to improving the learning efficiency of the reasonable series of students. Let students fully participate and experience in class, improve students' initiative in learning, stimulate students' interest in aerobics learning. 2) Happy physical education model in aerobics teaching process. This paper introduces the concept of team cooperation, groups reasonably in the process of implementation, and participates in challenging activities in the form of team, pays attention to students' reflection, sharing and discussion, and gives students space for communication. It is beneficial to the improvement of students' peer acceptance ability. (3) Happy physical education model in the middle school aerobics teaching process, through warm-up, games. For students' flexibility, there is no significant difference between the two groups, indicating that in aerobics teaching, there is still need to add relevant quality exercises. More conducive to the improvement of students' physical fitness. 4) the happy physical education model in the process of aerobics technology learning, follow the principle of gradual teaching, using the easy to difficult way of learning. It accords with the law of students' cognition and technical study, and emphasizes students' active participation in experience and enjoyment of learning, which is beneficial to the improvement of comprehensive achievement and skill achievement.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.96

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