發(fā)布時(shí)間：2018-06-23 05:25

  本文選題：PNF + 情境教學(xué)法��； 參考：《廣州體育學(xué)院》2017年碩士論文

【摘要】：PNF法作為一種具有明顯優(yōu)勢的柔韌素質(zhì)拉伸法,已經(jīng)得到了大量專家在理論以及實(shí)驗(yàn)上的證明。但PNF拉伸法同時(shí)也存在一定的問題,其中對于拉伸對象心理上的問題較為容易被忽視,而造成一定的心理畏懼。因此,除了需要完善拉伸過程中的技術(shù)性教學(xué)還需要更著重原理性教學(xué),在教學(xué)思想上做出轉(zhuǎn)變,教學(xué)意識的突破。然而情境教學(xué)很好的解決了這一系列問題。在體育教學(xué)中,情境教學(xué)有利于學(xué)生對技能學(xué)習(xí)意義的構(gòu)建,使得知識和技能之間形成由學(xué)生情感體驗(yàn)帶來的連接。在體育課堂上利用設(shè)置情境,進(jìn)入情境,體驗(yàn)情境,再現(xiàn)情境的過程讓學(xué)生從心理上獲得“成功”的體驗(yàn),最終達(dá)到教學(xué)目的。因此,本文旨在通過PNF與情境教學(xué)法相結(jié)合,利用情境教學(xué)法的啟發(fā)誘導(dǎo)和創(chuàng)設(shè)情境的方式,以此更加有效地提高大學(xué)生的身體柔韌素質(zhì)。本文運(yùn)用文獻(xiàn)資料法、專家訪談法、實(shí)驗(yàn)法、問卷調(diào)查法和數(shù)理統(tǒng)計(jì)法對實(shí)驗(yàn)班學(xué)生進(jìn)行為期8周的實(shí)驗(yàn),對比有無PNF典型情境創(chuàng)設(shè)的差異,測定實(shí)驗(yàn)前后柔韌素質(zhì)指標(biāo)的變化。同時(shí),在實(shí)驗(yàn)后進(jìn)行專家評價(jià),以及學(xué)生的問卷反饋得知教學(xué)訓(xùn)練后的感受和效果,最后分析數(shù)據(jù)。主要結(jié)論如下:4.1.1 PNF典型情境教學(xué)是指在客觀的PNF拉伸技術(shù)練習(xí)環(huán)境基礎(chǔ)上,通過創(chuàng)設(shè)虛實(shí)情境,以此來達(dá)到提高學(xué)生學(xué)習(xí)的自主性和自覺性,降低運(yùn)動(dòng)損傷,提升拉伸練習(xí)時(shí)的練習(xí)效果。并將這種創(chuàng)設(shè)教學(xué)情境的方式作為一種手段,促進(jìn)大學(xué)生柔韌素質(zhì)提升的一種教學(xué)方法。4.1.2 PNF典型情境教學(xué)設(shè)計(jì)的要求是以現(xiàn)有的教學(xué)環(huán)境為基礎(chǔ),虛實(shí)結(jié)合營造情境;創(chuàng)設(shè)和諧的人際情境,突出情感要素;動(dòng)作和思維同步進(jìn)行,從感性上升到理性。情境創(chuàng)設(shè)的策略是以多媒體再現(xiàn)情境,以音樂渲染情境,以語言描繪情境。設(shè)計(jì)的主要原則是科學(xué)性原則、創(chuàng)造性原則、目標(biāo)性原則和差異性原則。4.1.3經(jīng)過8周的實(shí)驗(yàn)結(jié)果顯示,PNF典型情境教學(xué)對提高柔韌素質(zhì)更有效(P0.01)。其具體表現(xiàn)為肩關(guān)節(jié)的旋肩指數(shù)、縱叉左右側(cè)和橫叉數(shù)值減小;坐位體前屈數(shù)值增大,即肩關(guān)節(jié)活動(dòng)度增大、髖關(guān)節(jié)的屈伸活動(dòng)范圍增大。4.1.4本實(shí)驗(yàn)中采用的“清晨翠谷”、“寂靜星空”和“風(fēng)吹海浪”三種情境,在實(shí)驗(yàn)過程中,從學(xué)生對自身身體放松程度和對新方法的新穎性評價(jià)可知,PNF典型情境教學(xué)有效得激發(fā)了學(xué)生的自覺性和主動(dòng)性,提高了學(xué)生的參與程度和自主學(xué)習(xí)程度,降低了學(xué)生消極情緒和運(yùn)動(dòng)損傷出現(xiàn)的頻率。
[Abstract]:PNF method has been proved by a lot of experts in theory and experiment as a kind of flexible quality stretching method with obvious advantages. However, the PNF stretching method also has some problems, among which the psychological problems of stretching objects are easy to be ignored, resulting in certain psychological fear. Therefore, in addition to the need to perfect the technical teaching in the stretching process, we also need to pay more attention to the principle teaching, to make a change in the teaching thought and to break through the teaching consciousness. However, situational teaching has solved this series of problems well. In physical education, situational teaching is conducive to the construction of students' learning significance of skills, which makes the connection between knowledge and skills formed by students' emotional experience. The process of setting up situation, entering situation, experiencing situation and reproducing situation in physical education classroom enables students to obtain "successful" experience psychologically, and finally achieve the purpose of teaching. Therefore, the purpose of this paper is to combine PNF with situational teaching method, and to use situational teaching method to enlighten and create situation, so as to improve college students' physical flexibility more effectively. This paper uses literature, expert interview, experiment, questionnaire survey and mathematical statistics to carry out the experiment on the students of the experimental class for 8 weeks, and compares whether there are differences in the creation of typical PNF situations. The change of flexibility index before and after experiment was measured. At the same time, after the experiment, the expert evaluation and the feedback of the students' questionnaire were carried out to know the feeling and effect of the teaching and training. Finally, the data were analyzed. The main conclusions are as follows: the typical situational teaching of PNF 4.1.1 refers to the creation of virtual and actual situations on the basis of objective PNF stretching practice environment, so as to improve students' autonomy and consciousness in learning and reduce sports injury. Improve the effect of stretching exercises. And this way of creating teaching situation as a means to promote the flexibility of college students to improve the quality of a teaching method .4.1.2 PNF typical situation teaching design requirements are based on the existing teaching environment, the combination of reality to create a situation; Create harmonious interpersonal situation, highlight emotional elements, and act and thinking synchronously, from sensibility to rationality. The strategy of situational creation is to reproduce the situation by multimedia, to render the situation by music, and to depict the situation by language. The main principles of design are scientific principle, creative principle, goal principle and difference principle .4.1.3 after 8 weeks' experiment, the results show that the typical situation teaching of PNF is more effective in improving flexibility (P0.01). The index of rotatory shoulder of shoulder joint, the value of left and right side of longitudinal fork and the value of cross fork decreased, and the flexural value of sitting position increased, that is, the range of flexion and extension of hip joint was increased, and the range of flexion and extension of hip joint was increased in this experiment. "Silent Star" and "Wind and Wave" are three kinds of situations. In the course of the experiment, from the evaluation of students' relaxation degree of their own body and novelty of the new method, it can be seen that the teaching of typical situation of PNF can effectively stimulate the students' consciousness and initiative. The degree of students' participation and autonomous learning is improved, and the frequency of students' negative emotion and sports injury is reduced.
【學(xué)位授予單位】：廣州體育學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G807.4

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