發(fā)布時(shí)間：2018-10-23 14:42

【摘要】：從健美操角度來(lái)看,大學(xué)當(dāng)中開(kāi)展健美操教學(xué),應(yīng)該根據(jù)學(xué)生的特點(diǎn)和健美操課程特點(diǎn),采用多元教學(xué)策略或者手段來(lái)發(fā)展學(xué)生運(yùn)動(dòng)技能。在此基礎(chǔ)上,必須通過(guò)改進(jìn)原有的健美操教學(xué)模式,大膽創(chuàng)新,設(shè)立健美操多元組合教學(xué)方式,是高職院校健美操教學(xué)的必然訴求。將多元組合教學(xué)運(yùn)用到高職院校健美操選修課中,對(duì)高職院校選修健美操的女生身體素質(zhì)、健美操專(zhuān)項(xiàng)素質(zhì)和專(zhuān)項(xiàng)技術(shù)進(jìn)行實(shí)驗(yàn)對(duì)比分析。探索在高職院校選修課教學(xué)中實(shí)施多元組合教學(xué)后全面提高學(xué)生的基本身體素質(zhì),促進(jìn)發(fā)展學(xué)生的健美操一般素質(zhì),為高職院校體育教學(xué)提供理論和實(shí)踐兩方面的參考,豐富和完善多元組合教學(xué)在體育教學(xué)中的應(yīng)用。采用文獻(xiàn)法、教學(xué)實(shí)驗(yàn)法、邏輯分析法等方法,以多元組合教學(xué)在高職院校健美操選修課中的運(yùn)用為研究對(duì)象,以山西國(guó)際商務(wù)職業(yè)學(xué)院大一女生為實(shí)驗(yàn)對(duì)象。進(jìn)行教學(xué)實(shí)驗(yàn)。研究結(jié)果表明:首先,運(yùn)用多元組合教學(xué),能夠有效提高高職學(xué)生的一般身體素質(zhì)和專(zhuān)項(xiàng)素質(zhì)。實(shí)驗(yàn)后實(shí)驗(yàn)組高職學(xué)生的一般柔韌素質(zhì)和專(zhuān)項(xiàng)柔韌素質(zhì)、力量素質(zhì)和專(zhuān)項(xiàng)力量素質(zhì)、耐力素質(zhì)、靈敏素質(zhì)均顯著優(yōu)于對(duì)照組;且提高幅度均高于對(duì)照組;實(shí)驗(yàn)后實(shí)驗(yàn)組和對(duì)照組在速度素質(zhì)對(duì)比上沒(méi)有顯著差異;但在組間對(duì)比中,實(shí)驗(yàn)組的提高幅度顯著優(yōu)于實(shí)驗(yàn)前,對(duì)照組則不存在顯著差異。說(shuō)明在健美操中實(shí)施多元組合教學(xué)對(duì)身體素質(zhì)的提高具有良好的效果。其次,運(yùn)用多元組合教學(xué)能夠有效提高高職學(xué)生健美操單個(gè)動(dòng)作質(zhì)量。實(shí)驗(yàn)后實(shí)驗(yàn)組高職學(xué)生在腳步動(dòng)作、組合動(dòng)作質(zhì)量和成套動(dòng)作質(zhì)量評(píng)分顯著優(yōu)于對(duì)照組。說(shuō)明多元組合教學(xué)對(duì)高職學(xué)生的單個(gè)動(dòng)作完成質(zhì)量有明顯的提升作用,并能夠在熟練單個(gè)動(dòng)作的基礎(chǔ)上掌握組合動(dòng)作連接技術(shù),最終多元組合教學(xué)能夠在動(dòng)作技術(shù)的四個(gè)學(xué)習(xí)過(guò)程產(chǎn)生影響,促進(jìn)泛化向分化過(guò)度,通過(guò)不同角度呈現(xiàn)健美操動(dòng)作,進(jìn)一步使動(dòng)作鞏固并達(dá)到自動(dòng)化階段。第三,多元組合教學(xué)能夠有效提高高職學(xué)生的身體姿態(tài)控制技術(shù)。實(shí)驗(yàn)組高職學(xué)生的身體姿態(tài)控制技術(shù)和健美操操化動(dòng)作控制技術(shù)上均顯著優(yōu)于對(duì)照組;從組內(nèi)對(duì)比來(lái)看,實(shí)驗(yàn)組的身體姿態(tài)提高幅度與對(duì)照組對(duì)比大致相當(dāng)。實(shí)驗(yàn)組在總體印象的提高幅度上則高于對(duì)照組;在組內(nèi)對(duì)比中,實(shí)驗(yàn)組的動(dòng)作方向和動(dòng)作幅度的提高幅度高于對(duì)照組,在動(dòng)作力度上則基本相當(dāng)。多元組合教學(xué)通過(guò)設(shè)置多種教學(xué)素材,能夠?qū)Ω呗殞W(xué)生進(jìn)行感知覺(jué)訓(xùn)練,使高職學(xué)生能夠體會(huì)到保持正確身體姿態(tài)喚醒的肌肉感覺(jué),促進(jìn)實(shí)驗(yàn)組高職學(xué)生提高健美操身體姿態(tài)控制水平。
[Abstract]:From the point of view of aerobics, the teaching of aerobics in universities should be based on the characteristics of students and the characteristics of aerobics courses, and adopt multiple teaching strategies or means to develop students' sports skills. On this basis, it is necessary to improve the original aerobics teaching mode, innovate boldly, and set up the teaching method of multiple combination of aerobics, which is the inevitable demand of aerobics teaching in higher vocational colleges. This paper applies multiple combination teaching to the elective course of aerobics in higher vocational colleges and makes a comparative analysis of the female students' physical quality, special quality and special technology of aerobics in higher vocational colleges. This paper explores the comprehensive improvement of students' basic physical quality, promotes the development of students' calisthenics general quality, and provides theoretical and practical reference for physical education teaching in higher vocational colleges after the implementation of pluralistic combination teaching in elective course teaching in higher vocational colleges. Enrich and perfect the application of multi-element combination teaching in physical education. By using the methods of literature, teaching experiment and logic analysis, this paper takes the application of multi-combination teaching in aerobics elective course in higher vocational colleges as the research object, and takes the freshman female students of Shanxi International Business Vocational College as the experimental objects. Carry out a teaching experiment. The results show that: first of all, the use of multi-combination teaching can effectively improve the general physical quality and special quality of higher vocational students. After the experiment, the general and special flexibility, strength and special strength, endurance and sensitivity of the students in the experimental group were significantly better than those of the control group, and the range of improvement was higher than that of the control group. There was no significant difference in the speed quality between the experimental group and the control group after the experiment, but the improvement range of the experimental group was significantly better than that before the experiment, but there was no significant difference in the control group. It shows that the implementation of multiple combination teaching in aerobics has a good effect on the improvement of physical quality. Secondly, the use of multiple combinations of teaching can effectively improve the quality of individual movements of aerobics. After the experiment, the scores of footstep movement, combined movement quality and complete motion quality in the experimental group were significantly better than those in the control group. It shows that multi-combination teaching can improve the quality of individual action of higher vocational college students obviously, and can master the technology of combination action connection on the basis of mastering individual action. Finally, multi-combination teaching can influence the four learning processes of action technology, promote generalization to differentiation, and present aerobics movements from different angles to further consolidate and reach the automation stage. Third, multiple combination teaching can effectively improve the body posture control technology of higher vocational students. The body posture control technology and aerobics movement control technology of the higher vocational students in the experimental group are significantly better than the control group; from the comparison within the group, the improvement range of the body posture in the experimental group is approximately the same as the contrast between the control group and the experimental group. The improvement range of the general impression in the experimental group was higher than that of the control group; in the contrast within the group, the movement direction and amplitude of the experimental group was higher than that of the control group, and the intensity of the movement was basically the same. By setting up a variety of teaching materials, the multi-combination teaching can train the students' perception of perception, so that the students can realize the muscle feeling of keeping the correct body posture to wake up. To promote the experimental group higher vocational students to improve the aerobics body posture control level.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G831.3-4

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