兒童基本動作發(fā)展序列研究
發(fā)布時間：2018-09-11 16:47
【摘要】：動作的序列能直觀的反映在某個時間段內(nèi)動作發(fā)展的情況�；A(chǔ)動作發(fā)展的狀況可以影響人一生的成長,跑、跳、投作為各項運動的基礎(chǔ),對于其他各個項目動作發(fā)展也具有參考價值,少兒田徑的教學內(nèi)容也是針對兒童的跑、跳、投能力的發(fā)展,因此,本研究是利用動作發(fā)展序列理論,詳細分析了在少兒田徑的教學環(huán)境下6-7歲兒童跑跳投基本動作的發(fā)展狀況。本研究在北京市開展少兒田徑的小學中隨機抽取一年級某一個班共40名6-7歲兒童,進行為期四個月的跟蹤錄像,錄像內(nèi)容只針對田徑課。錄像結(jié)束后逐幀觀察學生上課視頻,總結(jié)出跑跳投項目中不同個體所表現(xiàn)的不同動作模式,找出共有的特征,整理總結(jié)出此學期內(nèi)的動作序列。并利用文獻資料法、錄像分析法、趨勢外推法、縱向研究法和序列法得出以下結(jié)論:(1)從跑步動作發(fā)展序列來看,跑的動作發(fā)展最為快速,動作發(fā)展最為成熟。部分動作的組合模式多樣,個體之間差異大,肢體與軀干間相互聯(lián)系不緊密。教師在教導學生跑步姿勢上可以用成人的標準去要求學生,以現(xiàn)代跑步技術(shù)動作的標準去規(guī)范學生的動作。(2)立定跳與三級跳的跳躍動作在跑跳投三種動作中發(fā)展速度最慢,動作發(fā)展最不成熟,四個月前后動作變化不大。部分動作組合模式少,部分動作間聯(lián)系緊密。因此,對于跳的動作的教學教師不應操之過急,動作的變化會隨著學生身體的生長發(fā)育及力量的增強而逐步改善。(3)投擲動作整體動作較成熟,動作的發(fā)展速度在三種能力里居中。部分動作的組合模式最少,四肢與軀干聯(lián)系最為緊密。對于一年級兒童在投擲動作的教學上,教師應更多的關(guān)注與教導學生自下而上的發(fā)力順序上,以及投擲動作的流暢性上,而不需要過多關(guān)注投擲的遠度,因為一年級兒童不管是投擲力量還是爆發(fā)力上都處于較弱的程度,而這些都是可以隨著年齡的增長而加強的。(4)除去動作本身發(fā)展的規(guī)律之外,兒童自身的運動基礎(chǔ)與接受程度,教師的教學方法與技術(shù)示范,是影響兒童動作發(fā)展的兩個重要因素,因此,有必要在今后的教學中統(tǒng)一教師的教法與教學示范,以及對于學生進行因材施教。
[Abstract]:The sequence of actions can directly reflect the development of the action within a certain period of time. The development of basic movements can affect the growth, running, jumping, and casting of people throughout their lives. It is also of reference value for the development of other sports. The teaching content of children's track and field is also aimed at children's running and jumping. Therefore, based on the theory of action development sequence, this study analyzes the development of 6-7 years old children's basic movements in the teaching environment of children's track and field in detail. In this study, 40 children aged 6-7 years were randomly selected from a first grade class in a primary school in Beijing to track and field for a period of four months. The content of the video was only for track and field lessons. At the end of the video, we observe the video of students in class frame by frame, sum up the different action patterns of different individuals in the jump project, find out the common characteristics, and sort out the sequence of actions in this semester. The results are as follows: (1) from the view of running movement development sequence, the movement development is the most rapid and the movement development is the most mature. The combination patterns of some movements are various, the differences between individuals are great, and the relationship between limbs and torso is not close. In teaching students running posture, teachers can use adult standards to require students to regulate students' movements according to the standard of modern running techniques. (2) the jump movements of standing jump and three-level jump are the slowest of the three movements. The movement development is the least mature, the movement before and after four months change little. Part of the action combination mode is less, part of the action is closely related. Therefore, the teaching teachers of jumping should not act too hastily, the change of movement will be improved gradually with the growth and development of students' body and strength. (3) the whole action of throwing is more mature. The speed of movement develops in the middle of three abilities. The combined mode of some movements is the least, and the limbs and torso are most closely related. For the first grade children in the teaching of throwing movements, teachers should pay more attention to and teach students the bottom-up power order, as well as the fluency of throwing movements, and do not need to pay too much attention to the distance of throwing. This is because the first-grade children are both in a weaker degree of throwing power or explosive power, and these can be strengthened with age. (4) apart from the law of the development of the movement itself, the children's own sports foundation and acceptance degree. Teachers' teaching methods and technical demonstration are two important factors that affect the development of children's movements. Therefore, it is necessary to unify teachers' teaching methods and teaching models in future teaching, and to teach students according to their aptitude.
【學位授予單位】：北京體育大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.8
本文編號：2237263
[Abstract]:The sequence of actions can directly reflect the development of the action within a certain period of time. The development of basic movements can affect the growth, running, jumping, and casting of people throughout their lives. It is also of reference value for the development of other sports. The teaching content of children's track and field is also aimed at children's running and jumping. Therefore, based on the theory of action development sequence, this study analyzes the development of 6-7 years old children's basic movements in the teaching environment of children's track and field in detail. In this study, 40 children aged 6-7 years were randomly selected from a first grade class in a primary school in Beijing to track and field for a period of four months. The content of the video was only for track and field lessons. At the end of the video, we observe the video of students in class frame by frame, sum up the different action patterns of different individuals in the jump project, find out the common characteristics, and sort out the sequence of actions in this semester. The results are as follows: (1) from the view of running movement development sequence, the movement development is the most rapid and the movement development is the most mature. The combination patterns of some movements are various, the differences between individuals are great, and the relationship between limbs and torso is not close. In teaching students running posture, teachers can use adult standards to require students to regulate students' movements according to the standard of modern running techniques. (2) the jump movements of standing jump and three-level jump are the slowest of the three movements. The movement development is the least mature, the movement before and after four months change little. Part of the action combination mode is less, part of the action is closely related. Therefore, the teaching teachers of jumping should not act too hastily, the change of movement will be improved gradually with the growth and development of students' body and strength. (3) the whole action of throwing is more mature. The speed of movement develops in the middle of three abilities. The combined mode of some movements is the least, and the limbs and torso are most closely related. For the first grade children in the teaching of throwing movements, teachers should pay more attention to and teach students the bottom-up power order, as well as the fluency of throwing movements, and do not need to pay too much attention to the distance of throwing. This is because the first-grade children are both in a weaker degree of throwing power or explosive power, and these can be strengthened with age. (4) apart from the law of the development of the movement itself, the children's own sports foundation and acceptance degree. Teachers' teaching methods and technical demonstration are two important factors that affect the development of children's movements. Therefore, it is necessary to unify teachers' teaching methods and teaching models in future teaching, and to teach students according to their aptitude.
【學位授予單位】：北京體育大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.8
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