【摘要】：隨著微課、慕課、可汗學(xué)院等新興的教學(xué)方式在教育界流行起來(lái),各門(mén)學(xué)科都相繼開(kāi)始探討微課教學(xué)。全國(guó)各地不論是中小學(xué)還是高校都積極參與到微課當(dāng)中,我國(guó)部分省市舉辦了各種形式的微課大賽及教師培訓(xùn)。各門(mén)學(xué)科都在尋找與微課的結(jié)合點(diǎn),體育學(xué)科也不例外。目前,中小學(xué)和高校都不斷嘗試開(kāi)發(fā)各類(lèi)體育課程并在體育教學(xué)中試圖應(yīng)用微課。其中體育舞蹈微課程方面的研究還處于起步階段,體育舞蹈微課方面的文獻(xiàn)資料也比較少,理論基礎(chǔ)相對(duì)薄弱。在這樣的背景下我選擇從設(shè)計(jì)、制作和應(yīng)用實(shí)施方面探究體育舞蹈選修課微課程。本文通過(guò)文獻(xiàn)資料法、對(duì)比分析法、專(zhuān)家訪談法、問(wèn)卷調(diào)查法和數(shù)理統(tǒng)計(jì)法研究了以下內(nèi)容:1綜合文獻(xiàn)資料中對(duì)于微課的定義,并結(jié)合體育舞蹈的課程特點(diǎn),定義體育舞蹈微課程為符合移動(dòng)學(xué)習(xí)、碎片化學(xué)習(xí)的規(guī)律,時(shí)長(zhǎng)在8-10分鐘左右,明確集中地講解體育舞蹈課堂中重難點(diǎn)、易錯(cuò)點(diǎn)等知識(shí),知識(shí)難度較低,包含完整的教學(xué)過(guò)程,應(yīng)用方式多樣,具有情境性、啟發(fā)性、可視化等特點(diǎn)的系列體育舞蹈微型教學(xué)視頻課程資源;2體育舞蹈選修課微課程的設(shè)計(jì)原則為學(xué)科定向原則、基礎(chǔ)性原則、創(chuàng)新性和趣味性原則;實(shí)施原則為理論聯(lián)系實(shí)際原則、交互性原則、綜合性原則。在以上原則的指導(dǎo)下構(gòu)建了體育舞蹈選修課微課程設(shè)計(jì)模型,并從教學(xué)內(nèi)容設(shè)計(jì)、教學(xué)設(shè)計(jì)、教學(xué)流程設(shè)計(jì)、腳本設(shè)計(jì)以及評(píng)價(jià)設(shè)計(jì)等方面進(jìn)行了具體分析;3指出了體育舞蹈微微課程的具體制作步驟及應(yīng)用方法;4以武漢體育學(xué)院為例,通過(guò)實(shí)驗(yàn)證實(shí)了微課在體育舞選修課中應(yīng)用的可行性以及有效性,并在實(shí)驗(yàn)后對(duì)實(shí)驗(yàn)組進(jìn)行了問(wèn)卷調(diào)查,調(diào)查結(jié)果顯示學(xué)生對(duì)于微課持有積極的態(tài)度。雖然本文還有不足之處,但是希望通過(guò)本文的研究讓更多人參與到體育舞蹈微課的研究中來(lái)。
[Abstract]:With the new teaching methods such as micro-class, mudu class, Khan college and so on, they have become popular in the field of education, and each subject has begun to explore the teaching of micro-course one after another. All over the country, both primary and secondary schools and colleges and universities actively participate in micro-classes, and some provinces and cities in our country have held various forms of micro-class competitions and teacher training. All disciplines are looking for the combination of micro-courses, physical education is no exception. At present, primary and secondary schools and colleges and universities continue to try to develop all kinds of physical education courses and try to apply micro courses in physical education teaching. Among them, the research on sports dance micro-curriculum is still in its infancy, and the literature on sports dance micro-course is relatively few, and the theoretical basis is relatively weak. In this context, I choose to explore the microcurriculum of sports dance elective course from the aspects of design, production and application implementation. Through the methods of literature, comparative analysis, expert interview, questionnaire and mathematical statistics, this paper studies the following contents: (1) the definition of micro-class in comprehensive literature, combined with the curriculum characteristics of sports dance, It is defined that the microcurriculum of sports dance is in line with the law of mobile learning and piecewise learning, which lasts about 8 minutes and 10 minutes. it is clear and focused on explaining the knowledge of heavy difficulties and error points in sports dance classroom, and the difficulty of knowledge is low. Including a complete teaching process, a variety of applications, with situational, enlightening, visual and other characteristics of a series of sports dance micro-teaching video curriculum resources; (2) the design principles of microcourses in sports dance elective courses are subject orientation principle, basic principle, innovation and interest principle, and the implementation principle is the principle of combining theory with practice, the principle of interaction and the principle of comprehensiveness. Under the guidance of the above principles, the micro-curriculum design model of sports dance elective course is constructed, and the teaching content design, teaching process design, script design and evaluation design are analyzed concretely. (3) the concrete making steps and application methods of sports dance micro course are pointed out. 4 taking Wuhan Institute of physical Education as an example, the feasibility and effectiveness of the application of micro-class in sports dance elective course are verified by experiments, and a questionnaire survey is carried out in the experimental group after the experiment. The results show that the students have a positive attitude towards the micro-class. Although there are still some shortcomings in this paper, I hope that more people can participate in the research of sports dance micro-class through the research of this paper.
【學(xué)位授予單位】：武漢體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G434;J722.8-4

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳曦;;微課在高校乒乓球課教學(xué)中的應(yīng)用研究[J];亞太教育;2015年09期

2 馬紹峰;;微課在體育教學(xué)中的應(yīng)用[J];河南農(nóng)業(yè);2015年06期

3 向宇;;微課在高校經(jīng)管類(lèi)概率論與數(shù)理統(tǒng)計(jì)教學(xué)中的運(yùn)用[J];新課程研究(中旬刊);2015年01期

4 祁博;;微課在計(jì)算機(jī)基礎(chǔ)教學(xué)中的應(yīng)用[J];計(jì)算機(jī)教育;2014年24期

5 薛飛娟;;淺析微課在高校體育教學(xué)中的應(yīng)用和意義[J];當(dāng)代體育科技;2014年35期

6 蔡志清;;體育微課教學(xué)研究探析[J];文體用品與科技;2014年18期

7 王秋月;;“慕課”“微課”與“翻轉(zhuǎn)課堂”的實(shí)質(zhì)及其應(yīng)用[J];上海教育科研;2014年08期

8 陳智敏;呂巾嬌;劉美鳳;;我國(guó)高校教師微課教學(xué)設(shè)計(jì)現(xiàn)狀研究——對(duì)2013年“第十三屆全國(guó)多媒體課件大賽”295個(gè)微課作品的分析[J];現(xiàn)代教育技術(shù);2014年08期

9 唐艷;唐軍;;“微課”:高校體育課教育資源建設(shè)新途徑[J];軟件導(dǎo)刊;2014年06期

10 侍松門(mén);;基于MOOC的大學(xué)英語(yǔ)微課教學(xué)系統(tǒng)研究[J];江蘇開(kāi)放大學(xué)學(xué)報(bào);2014年03期

，

本文編號(hào)：2493991