發(fā)布時(shí)間：2018-12-15 19:56

【摘要】：國(guó)內(nèi)外研究者對(duì)錄像反饋在體育教學(xué)、訓(xùn)練中的應(yīng)用進(jìn)行了多樣化、多層次的研究,錄像反饋在跳高、排球、速度滑冰等項(xiàng)目的教學(xué)和訓(xùn)練中得到了廣泛的研究,取得了顯著成效,積累了較為豐富的研究成果�；@球技術(shù)教學(xué)方面前人也進(jìn)行了大量的研究和探索,既有對(duì)籃球技術(shù)體系的理論研究,又有具體的教學(xué)方法、教學(xué)模式、技術(shù)手段在籃球技術(shù)教學(xué)中的應(yīng)用研究。但錄像反饋在籃球技術(shù)教學(xué)中的應(yīng)用研究較少,且因?yàn)榧夹g(shù)手段的限制,和昂貴的設(shè)備、軟件的制約,錄像反饋在籃球技術(shù)教學(xué)中的應(yīng)用研究大多集中在教學(xué)錄像播放、教學(xué)現(xiàn)場(chǎng)錄像及事后回放集體反饋等方面。本研究在上述研究的基礎(chǔ)上,探索錄像反饋在高�；@球教學(xué)中應(yīng)用的新的方法和形式;通過教學(xué)實(shí)驗(yàn),對(duì)比錄像反饋教學(xué)和常規(guī)教學(xué)在高�；@球技術(shù)教學(xué)中產(chǎn)生的不同效應(yīng);通過問卷調(diào)查,研究學(xué)生在實(shí)驗(yàn)中對(duì)籃球技術(shù)學(xué)習(xí)的興趣和主體性;以運(yùn)球和投籃技術(shù)為例,論證高�；@球選項(xiàng)課技術(shù)教學(xué)中,運(yùn)用錄像反饋教學(xué)的有效性。本研究選擇信陽學(xué)院2015級(jí)籃球選項(xiàng)課學(xué)生作為實(shí)驗(yàn)對(duì)象。隨機(jī)抽取2015級(jí)兩個(gè)班的學(xué)生,均為女生。確定一班為實(shí)驗(yàn)組,另一班為對(duì)照組,兩個(gè)班人數(shù)均為30人。通過8周16節(jié)課的教學(xué)實(shí)驗(yàn)研究,實(shí)驗(yàn)組進(jìn)行錄像反饋教學(xué),對(duì)照組進(jìn)行常規(guī)教學(xué),兩組教學(xué)時(shí)間、教學(xué)內(nèi)容及教學(xué)進(jìn)度一致,實(shí)驗(yàn)結(jié)束通過一分鐘投籃和全場(chǎng)運(yùn)球往返的測(cè)試得出結(jié)論:1.在一分鐘投籃測(cè)試中,實(shí)驗(yàn)組達(dá)標(biāo)成績(jī)?yōu)?.00±2.22,技評(píng)成績(jī)?yōu)?.42±2.56,對(duì)照組達(dá)標(biāo)成績(jī)?yōu)?.70±2.32,技評(píng)成績(jī)?yōu)?.92±2.62,實(shí)驗(yàn)組的達(dá)標(biāo)成績(jī)與技評(píng)成績(jī)均高于對(duì)照組,且具有顯著差異。在行進(jìn)間運(yùn)球技術(shù)測(cè)試中,實(shí)驗(yàn)組達(dá)標(biāo)成績(jī)?yōu)?.20±2.33,技評(píng)成績(jī)?yōu)?.23±0.43,對(duì)照組達(dá)標(biāo)成績(jī)?yōu)?.35±2.03,技評(píng)成績(jī)?yōu)?.83±0.45,實(shí)驗(yàn)組的達(dá)標(biāo)成績(jī)和技評(píng)成績(jī)均高于對(duì)照組,且差異顯著,錄像反饋教學(xué)效果明顯,提升了高校籃球選項(xiàng)課女生的籃球技能。2.通過對(duì)實(shí)驗(yàn)后學(xué)生的問卷調(diào)查進(jìn)行分析,93.34%的學(xué)生認(rèn)為在錄像反饋教學(xué)過程中學(xué)習(xí)的主觀能動(dòng)性得到提高。90%的學(xué)生認(rèn)為錄像反饋教學(xué)提高了自己學(xué)習(xí)籃球技術(shù)的自信心,86.67%的學(xué)生認(rèn)為自己的團(tuán)隊(duì)協(xié)作能力在錄像反饋教學(xué)過程中得到了提高。錄像反饋教學(xué)優(yōu)化了課堂教學(xué)過程,加強(qiáng)了教師的主導(dǎo)性和學(xué)生的主體性。3.錄像反饋教學(xué)提高了學(xué)生對(duì)籃球技術(shù)學(xué)習(xí)的興趣。86.67%的學(xué)生認(rèn)為在錄像反饋教學(xué)過程中,自己學(xué)習(xí)籃球技術(shù)的興趣得到了提高,籃球課堂變得生動(dòng)活潑。4.對(duì)傳統(tǒng)的教學(xué)方法有一定的補(bǔ)充和促進(jìn)作用。
[Abstract]:Researchers at home and abroad have diversified and studied the application of video feedback in physical education and training. Video feedback has been widely studied in the teaching and training of high jump, volleyball, speed skating and other events. Remarkable results have been achieved and rich research results have been accumulated. There are many researches and explorations on basketball technology teaching, including the theoretical research of basketball technology system, and the application research of concrete teaching methods, teaching models and technical means in basketball technology teaching. However, the research on the application of video feedback in basketball technology teaching is less, and because of the limitation of technical means, expensive equipment and software, the application research of video feedback in basketball technology teaching is mostly focused on the teaching video playing. Teaching scene video and replay after the collective feedback and so on. On the basis of the above research, this study explores the new methods and forms of video feedback applied in college basketball teaching, compares the different effects of video feedback teaching and conventional teaching in college basketball technology teaching through teaching experiments. Through the questionnaire survey, this paper studies the students' interest and subjectivity in basketball technique learning in the experiment, and takes dribbling and shooting technique as an example to demonstrate the effectiveness of video feedback teaching in the technical teaching of basketball elective courses in colleges and universities. In this study, Xinyang College 2015 Basketball elective course students as experimental object. Two classes of 2015 were randomly selected, all of which were girls. The first class was the experimental group and the other was the control group. According to the experimental study of teaching in the course of 8 weeks and 16 classes, the experimental group was given video feedback teaching, while the control group was given routine teaching. The teaching time, teaching content and teaching progress of the two groups were the same. At the end of the experiment, the test of one minute shooting and dribbling round trip came to the conclusion: 1. In one minute shooting test, the scores of experimental group and control group were 6.00 鹵2.22, 4.42 鹵2.56, 3.70 鹵2.32 and 3.92 鹵2.62, respectively. The standard scores and technical evaluation scores of the experimental group were higher than those of the control group, and there were significant differences. In the test of dribbling technique, the scores of the experimental group and the control group were 5.20 鹵2.33, 4.23 鹵0.43, 3.35 鹵2.03 and 3.83 鹵0.45 respectively, and that of the control group were 5.20 鹵2.33, 4.23 鹵0.43, 3.35 鹵2.03 and 3.83 鹵0.45, respectively. The scores of the experimental group were higher than that of the control group, and the difference was significant. The effect of video feedback teaching was obvious, which improved the basketball skills of girls in college basketball elective courses. 2. Through the analysis of the questionnaire survey of the students after the experiment, 93.34% of the students thought that the subjective initiative of learning was improved in the process of video feedback teaching, and 90% of the students thought that video feedback teaching improved their confidence in learning basketball skills. 86.67% of the students thought that their teamwork ability was improved in the process of video feedback teaching. The video feedback teaching has optimized the classroom teaching process, strengthened the teacher's leading position and the student's subjectivity. 3. Video feedback teaching improved students' interest in learning basketball skills. 86.67% of the students thought that their interest in learning basketball skills was improved and basketball classes became lively in the process of video feedback teaching. 4. It can supplement and promote the traditional teaching methods.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G841-4

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