發(fā)布時間：2018-04-30 05:32

  本文選題：體育游戲 + 小學(xué)生　； 參考：《廣州體育學(xué)院》2017年碩士論文

【摘要】：快速力量是速度力量的一種,是大多數(shù)體育項目的重要素質(zhì)基礎(chǔ)。發(fā)展學(xué)生奔跑和跳躍能力,增強(qiáng)下肢力量是學(xué)生提高身體素質(zhì)的基礎(chǔ)。體育教學(xué)中小學(xué)生注意力易分散,不集中,傳統(tǒng)的跑跳練習(xí)一步步教給學(xué)生,教學(xué)內(nèi)容和形式過于單一,教學(xué)方法缺乏創(chuàng)新性和趣味性,學(xué)生容易產(chǎn)生枯燥乏味的感覺,難以體會到學(xué)習(xí)的樂趣和運動參與的積極性。跑跳類體育游戲教學(xué)干預(yù),結(jié)合了小學(xué)生的身心特點,將奔跑和跳躍游戲融入到發(fā)展小學(xué)生運動技能中去,增強(qiáng)學(xué)生學(xué)習(xí)興趣,提高學(xué)生課堂中的注意力和積極性,以實現(xiàn)教學(xué)效果和目標(biāo)。本文把跑跳類體育游戲運用到發(fā)展身體素質(zhì)類項目教學(xué)中,并通過學(xué)習(xí)跑跳類體育游戲,提高小學(xué)生下肢快速力量。對跑跳類體育游戲與發(fā)展學(xué)生快速力量之間的關(guān)系進(jìn)行實驗研究,找出適合提高小學(xué)生下肢快速力量的教學(xué)方法和體育游戲教學(xué)內(nèi)容,使其在以后的體育教學(xué)活動中能夠得到應(yīng)用和推廣。本文采用文獻(xiàn)資料法、專家訪談法、問卷調(diào)查法、實驗法、數(shù)理統(tǒng)計法等研究方法,以廣州市南國學(xué)校小學(xué)部三(1)、三(3)、四(2)、四(3)四個班級作為實驗對象,實驗班采用跑跳類體育游戲教學(xué),對照班采用常規(guī)體育教學(xué),進(jìn)行為期三個月(36課時)的教學(xué)實驗。通過對實驗班和對照班學(xué)生在實驗前后下肢快速力量運動學(xué)評價指標(biāo)進(jìn)行對比分析,并發(fā)放小學(xué)生體育學(xué)習(xí)興趣評價量表對實驗前后學(xué)生體育學(xué)習(xí)興趣變化情況進(jìn)行分析。實驗結(jié)果表明:1、經(jīng)過為期3個月的教學(xué)實驗后,三四年級實驗班學(xué)生的原地縱跳摸高、立定跳遠(yuǎn)、50米跑、1分鐘跳繩、T字折返跑在實驗前后均具有非常顯著性差異。對照班在實驗前后立定跳遠(yuǎn)、T字折返跑無顯著性差異,而原地縱跳摸高、50米跑、1分鐘跳繩在一定程度上達(dá)到了顯著性差異,對照班成績增長幅度明顯低于實驗班。2、在體育學(xué)習(xí)興趣水平的問卷調(diào)查中,經(jīng)過三個月的教學(xué)實驗后,三四年級實驗班在實驗后運動參與程度、體育學(xué)習(xí)積極興趣、體育學(xué)習(xí)消極興趣、關(guān)注體育程度四個維度上均具有非常顯著性差異。對照班的運動參與程度、體育學(xué)習(xí)積極興趣、體育學(xué)習(xí)消極興趣三個維度在實驗前后無顯著性差異;關(guān)注體育程度達(dá)到了顯著性差異,但其增長幅度明顯低于實驗班。由此得出以下結(jié)論:1、跑跳類體育游戲是以奔跑和跳躍為主要形式和內(nèi)容的游戲,游戲的針對性以及趣味性等促進(jìn)了學(xué)生的運動參與和學(xué)習(xí)興趣,使學(xué)生積極參與體育教學(xué)活動中,練習(xí)運動負(fù)荷加大,對發(fā)展下肢快速力量有積極作用。2、跑跳類體育游戲教學(xué)和常規(guī)體育教學(xué)對三四年級小學(xué)生的下肢快速力量的發(fā)展都有一定的促進(jìn)作用,但跑跳類體育游戲具有顯著的促進(jìn)作用,其教學(xué)效果優(yōu)于傳統(tǒng)體育教學(xué)。3、跑跳類體育游戲?qū)μ岣呷哪昙墝W(xué)生的體育學(xué)習(xí)興趣有積極的影響,促進(jìn)了三四年級學(xué)生體育學(xué)習(xí)的積極性。
[Abstract]:The fast strength is one kind of speed strength, is the important quality foundation of most sports. Developing students' ability of running and jumping and strengthening the strength of lower limbs are the basis of improving students' physical quality. The attention of primary and middle school students in physical education is easy to be scattered and not concentrated, the traditional running and jumping exercises teach students step by step, the teaching contents and forms are too single, the teaching methods are lack of innovation and interest, and the students tend to have a dull feeling. Difficult to understand the fun of learning and the enthusiasm of sports participation. The teaching intervention of running and jumping sports games combines the physical and mental characteristics of pupils, integrates the running and jumping games into the development of pupils' sports skills, enhances the students' interest in learning, and enhances the students' attention and enthusiasm in the classroom. In order to achieve teaching results and goals. This paper applies the sports games of running and jumping to the teaching of developing physical fitness, and improves the fast strength of the lower limbs of pupils by learning the sports games of running and jumping. This paper makes an experimental study on the relationship between running and jumping sports games and the development of students' fast strength, and finds out the teaching methods and contents of sports games that are suitable for improving the fast strength of the lower limbs of pupils. So that it can be applied and popularized in the future physical education activities. This paper adopts the methods of literature, expert interview, questionnaire investigation, experiment, mathematical statistics and so on, and takes four classes in the primary school department of Nanguo School in Guangzhou as experimental objects. The experimental class adopts the sports game teaching of running and jumping, and the control class adopts the routine physical education teaching, carries on the teaching experiment for three months and 36 class hours. Through the comparative analysis of the lower limb rapid strength kinematics evaluation indexes between the experimental class and the control class, the changes of students' sports learning interest before and after the experiment were analyzed by issuing the elementary school students' sports learning interest evaluation scale. The experimental results show that after 3 months of teaching experiment, the students in the experimental class of grade 3 and 4 have a very significant difference before and after the experiment. There was no significant difference between the control class before and after the experiment, but there was no significant difference between the standing long jump and T character reverse running, but the jump in situ reached a significant difference in the first minute of jumping rope in the 50m high race, to some extent, there was no significant difference between the two groups. The growth rate of the control class was obviously lower than that of the experimental class. In the questionnaire survey of the level of interest in physical education learning, after three months of teaching experiment, the experimental class of grade 3 and grade 4 participated in the exercise after the experiment, and the positive interest in the study of physical education was found. There are significant differences in the four dimensions of negative interest in physical education and attention to the degree of physical education. There was no significant difference in the three dimensions of sports participation, positive interest in physical learning and negative interest in physical learning before and after the experiment, but the degree of attention to physical education reached a significant difference, but the increase was obviously lower than that in the experimental class. From this, we can draw the following conclusion: running and jumping sports games are games in which running and jumping are the main forms and contents. The pertinence and interest of the games promote the students' participation and interest in sports. Make students actively participate in physical education activities, exercise load increased, It has a positive effect on the development of lower extremity fast strength. The teaching of running and jumping sports games and routine physical education can promote the development of lower extremity rapid strength of grade 3 and grade 4 pupils, but the sports games of running and jumping classes have significant promoting effects. Its teaching effect is better than that of traditional physical education. The sports games of running and jumping have a positive effect on improving the students' interest in physical education and promote the enthusiasm of the third and fourth graders.
【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】：G623.8

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 肖克凡;孫燕紅;董廣新;;情境啟動下體育游戲?qū)Πl(fā)展小學(xué)生下肢爆發(fā)力的實驗研究[J];運動;2016年15期

2 王惠敏;謝玉蓓;王海燕;;“一看就懂,一學(xué)就會,一用就成”理念下體育游戲創(chuàng)編原則的邏輯分析[J];體育文化導(dǎo)刊;2016年03期

3 曾佑輝;潘紅玲;夏聰;;小學(xué)1～3年級體育游戲創(chuàng)編原則與方法分析[J];青少年體育;2016年02期

4 李曉林;賈建良;;如何在體育教學(xué)中科學(xué)合理地選擇體育游戲[J];運動;2016年02期

5 吳友良;文才新;宋旭;;體育教學(xué)中游戲法對小學(xué)生短跑練習(xí)行為影響的實驗研究[J];南京體育學(xué)院學(xué)報(自然科學(xué)版);2015年02期

6 全海英;李丹;;情境啟動下的體育游戲?qū)τ變合轮l(fā)力影響的實驗研究[J];浙江體育科學(xué);2013年06期

7 曹忠;;技能游戲化 游戲技能化——略談小學(xué)低年級體育教學(xué)[J];小學(xué)教學(xué)研究;2012年28期

8 張疆之;;快速力量概念及訓(xùn)練方法釋義[J];山東體育學(xué)院學(xué)報;2011年02期

9 吳廣衛(wèi);;小學(xué)體育游戲的設(shè)計與和合理運用[J];體育科技文獻(xiàn)通報;2009年03期

10 王堯;;不同形式的跳躍練習(xí)對下肢爆發(fā)力影響的實驗研究[J];山西大同大學(xué)學(xué)報(自然科學(xué)版);2008年05期

相關(guān)博士學(xué)位論文 前1條

1 汪曉贊;我國中小學(xué)體育學(xué)習(xí)評價改革的研究[D];華東師范大學(xué);2005年

相關(guān)碩士學(xué)位論文 前5條

1 王佳;核心力量訓(xùn)練對男大學(xué)生下肢快速力量影響效果研究[D];哈爾濱體育學(xué)院;2015年

2 王騰;非穩(wěn)定條件的力量訓(xùn)練對下肢快速力量和平衡能力的影響[D];北京體育大學(xué);2015年

3 曹小祥;快速伸縮復(fù)合訓(xùn)練對男子標(biāo)槍運動員下肢快速力量影響的實驗研究[D];北京體育大學(xué);2014年

4 劉軍;體育游戲?qū)陋毎Y兒童社會交往能力的干預(yù)研究[D];山東師范大學(xué);2014年

5 肖藝;體育游戲?qū)τ變哼\動能力發(fā)展的實驗研究[D];湖南師范大學(xué);2011年

，

本文編號：1823300