小學(xué)武術(shù)情境教學(xué)的實驗研究
發(fā)布時間：2019-01-24 20:56
【摘要】：武術(shù)是國粹,需要我們傳承與發(fā)展,面對武術(shù)現(xiàn)存的諸多困境,結(jié)合情境教學(xué)豐富的實驗研究基礎(chǔ),該研究以提高小學(xué)生武術(shù)學(xué)習(xí)興趣為核心,運用情境教學(xué)法對小學(xué)武術(shù)教學(xué)進(jìn)行實驗研究,以期提高教學(xué)質(zhì)量和學(xué)生學(xué)習(xí)武術(shù)的興趣,使小學(xué)武術(shù)課真正符合學(xué)生的身心特點,進(jìn)而為更進(jìn)一步地推動學(xué)校武術(shù)課程的開展提供參考和實驗支撐。本研究采取以實驗法為核心,以文獻(xiàn)資料法為基礎(chǔ),以課堂觀察法、問卷調(diào)查法和訪談法為檢驗手段,以數(shù)理統(tǒng)計法為實驗結(jié)果的統(tǒng)計與檢測標(biāo)準(zhǔn)的方法進(jìn)行深入細(xì)致的研究。實驗過程中主要選取上海市浦東觀瀾小學(xué)三(2)班和三(3)班及楊浦六一小學(xué)四(2)班和四(5)班學(xué)生為研究對象。其中實驗為期4個月,采取一周1次,一次1課時,共約16課時,整個實驗過程采取相同授課內(nèi)容、時間和周期,不同授課老師進(jìn)行授課。從情境教學(xué)研究現(xiàn)狀著手,根據(jù)武術(shù)教學(xué)、小學(xué)生的身心發(fā)展、教育學(xué)和教育心理學(xué)等特點,得出:實施武術(shù)情境教學(xué)以“心理學(xué)、現(xiàn)代教育心理學(xué)和從腦科學(xué)中找出理論依據(jù)”為理論基礎(chǔ);以“主動性、感悟性、創(chuàng)造性、教育性和實踐性”為實施原則;以“創(chuàng)設(shè)——進(jìn)入——體驗——再現(xiàn)”為具體操作程序;以“視聽情境、生活情境、故事情境和角色扮演情境”為實施類型。最終形成武術(shù)情境教學(xué)法的概念,即:是指在武術(shù)課堂教學(xué)中,創(chuàng)設(shè)與武術(shù)課堂教學(xué)內(nèi)容密切相關(guān)的生活、視聽、角色扮演和故事等情境,達(dá)到提高學(xué)生的學(xué)習(xí)興趣、主動參與程度和對武術(shù)文化及情感認(rèn)知能力教學(xué)效果的一種教學(xué)方法。研究結(jié)果表明:(1)武術(shù)情境教學(xué)法能提高學(xué)生學(xué)習(xí)武術(shù)的興趣;(2)能提高學(xué)生課堂參與的積極性;(3)能提高學(xué)生對武術(shù)知識與技能的掌握;(4)能提高學(xué)生主動進(jìn)行武術(shù)自主學(xué)習(xí)活動的積極性;(5)能提高學(xué)生學(xué)習(xí)的效果;(6)能促進(jìn)學(xué)生的健康發(fā)展,使其充滿自信,知禮懂禮;(7)能提高學(xué)生自我展示武術(shù)學(xué)習(xí)內(nèi)容的積極性和意識;(8)能優(yōu)化教師的教學(xué)方法,豐富武術(shù)教學(xué)內(nèi)容。建議:武術(shù)情境教學(xué)實施者要有責(zé)任心和夯實的綜合知識水平;設(shè)置教學(xué)內(nèi)容和情境時要簡單、合理、標(biāo)新立異;設(shè)計方案要有明確的教學(xué)目的;要做到師生共發(fā)展;實施者要懂得臨時調(diào)配的重要性。
[Abstract]:Wushu is the quintessence of our country, which needs us to inherit and develop. In the face of many difficulties existing in Wushu, combining with the rich experimental research foundation of situational teaching, this research focuses on improving the interest of primary school students in learning Wushu. In order to improve the teaching quality and students' interest in learning martial arts, the situational teaching method is used to carry out an experimental study on the teaching of martial arts in primary schools, so that the martial arts courses in primary schools can truly conform to the students' physical and mental characteristics. Furthermore, it provides reference and experimental support for further promoting the development of school martial arts curriculum. This research takes the experimental method as the core, the literature method as the foundation, the classroom observation method, the questionnaire survey method and the interview method as the examination method, and takes the mathematical statistics method as the experimental result statistics and the detection standard method to carry on the thorough and meticulous research. Class 3 (2) and Class 3 (3) and Class 4 (2) and Class 4 (5) of Guanlan Primary School in Pudong, Shanghai, were selected. The experiment lasts for 4 months and takes one class once a week for about 16 hours. The whole experiment process adopts the same teaching content, time and cycle, and different teaching teachers teach. According to the characteristics of Wushu teaching, pupils' physical and mental development, pedagogy and educational psychology, it is concluded that the implementation of Wushu situational teaching is psychological. Modern educational psychology and finding out the theoretical basis from the brain science "as the theoretical basis;" Taking "initiative, sense of understanding, creativity, education and practice" as the implementing principle, "creating-entering-experiencing-reproducing" as the concrete operation procedure; The implementation types are audio-visual situation, life situation, story situation and role-playing situation. Finally, the concept of Wushu situational teaching method is formed, that is, in Wushu classroom teaching, the creation of life, audiovisual, role-playing and story situations which are closely related to Wushu classroom teaching content can enhance students' interest in learning. The degree of active participation and the teaching effect of Wushu culture and emotional cognitive ability. The results show that: (1) Wushu situational teaching method can improve students' interest in learning Wushu; (2) it can improve students' enthusiasm for participating in class; (3) it can improve students' mastery of Wushu knowledge and skills. (4) it can improve the enthusiasm of students to take the initiative in Wushu autonomous learning activities, (5) can improve the effect of students' learning, (6) can promote the healthy development of students, make them full of self-confidence, know the etiquette and know the etiquette; (7) it can improve students' enthusiasm and consciousness of self-demonstration of Wushu learning content, (8) it can optimize teachers' teaching methods and enrich Wushu teaching contents. It is suggested that the implementers of Wushu situational teaching should have a sense of responsibility and a solid level of comprehensive knowledge, be simple, reasonable and innovative in setting up teaching contents and situations, have a clear teaching purpose in the design scheme, and achieve the common development of teachers and students. Implementers should understand the importance of temporary deployment.
【學(xué)位授予單位】：上海體育學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.8
[Abstract]:Wushu is the quintessence of our country, which needs us to inherit and develop. In the face of many difficulties existing in Wushu, combining with the rich experimental research foundation of situational teaching, this research focuses on improving the interest of primary school students in learning Wushu. In order to improve the teaching quality and students' interest in learning martial arts, the situational teaching method is used to carry out an experimental study on the teaching of martial arts in primary schools, so that the martial arts courses in primary schools can truly conform to the students' physical and mental characteristics. Furthermore, it provides reference and experimental support for further promoting the development of school martial arts curriculum. This research takes the experimental method as the core, the literature method as the foundation, the classroom observation method, the questionnaire survey method and the interview method as the examination method, and takes the mathematical statistics method as the experimental result statistics and the detection standard method to carry on the thorough and meticulous research. Class 3 (2) and Class 3 (3) and Class 4 (2) and Class 4 (5) of Guanlan Primary School in Pudong, Shanghai, were selected. The experiment lasts for 4 months and takes one class once a week for about 16 hours. The whole experiment process adopts the same teaching content, time and cycle, and different teaching teachers teach. According to the characteristics of Wushu teaching, pupils' physical and mental development, pedagogy and educational psychology, it is concluded that the implementation of Wushu situational teaching is psychological. Modern educational psychology and finding out the theoretical basis from the brain science "as the theoretical basis;" Taking "initiative, sense of understanding, creativity, education and practice" as the implementing principle, "creating-entering-experiencing-reproducing" as the concrete operation procedure; The implementation types are audio-visual situation, life situation, story situation and role-playing situation. Finally, the concept of Wushu situational teaching method is formed, that is, in Wushu classroom teaching, the creation of life, audiovisual, role-playing and story situations which are closely related to Wushu classroom teaching content can enhance students' interest in learning. The degree of active participation and the teaching effect of Wushu culture and emotional cognitive ability. The results show that: (1) Wushu situational teaching method can improve students' interest in learning Wushu; (2) it can improve students' enthusiasm for participating in class; (3) it can improve students' mastery of Wushu knowledge and skills. (4) it can improve the enthusiasm of students to take the initiative in Wushu autonomous learning activities, (5) can improve the effect of students' learning, (6) can promote the healthy development of students, make them full of self-confidence, know the etiquette and know the etiquette; (7) it can improve students' enthusiasm and consciousness of self-demonstration of Wushu learning content, (8) it can optimize teachers' teaching methods and enrich Wushu teaching contents. It is suggested that the implementers of Wushu situational teaching should have a sense of responsibility and a solid level of comprehensive knowledge, be simple, reasonable and innovative in setting up teaching contents and situations, have a clear teaching purpose in the design scheme, and achieve the common development of teachers and students. Implementers should understand the importance of temporary deployment.
【學(xué)位授予單位】：上海體育學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.8
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