【作者】 李良明；

【导师】 李忆湘；

【作者基本信息】 湖南科技大学 ， 体育教育运动训练学， 2010， 硕士

【摘要】 高校体育课程教学方法改革的全面实施迫在眉睫。新的体育课程教学改革要求:提高学生参与的积极性,提高学生自练、自学的能力,最大限度地发挥学生的创造性。这就需要我们寻求一种新的教学方法去适应教学改革的需要,而异步教学法的教学理念,是培养学生学习的个体化,这正符合新一轮体育课程教学改革指导思想,在体育课程教学中实施异步教学法,将推动高校体育课程教学改革的顺利进行,它可以避免学生因身体素质、运动经历、学习动机等不同而造成的差异,使每个学生都能在运动中获得心理上的满足;生理上快感,再者还注重培养学生个性发展,不过分强调行动一致性,满足学生的创造欲,提倡“形散神不散”,为学生创造和谐的学习氛围。健美操课程教学要求学生有较高的协调性、乐感和肢体的控制能力,教师在传统教学过程中忽略了学生因身体素质、学习动机、运动经历不同而造成的个体差异,随着教学内容的深入,对练习者的身体素质和能力的要求越来越高,由于学生身体素质水平不均衡性,导致出现了两极分化,教学效果不理想。因此,突出学生个体差异,注重个体全面发展为目标的教学方法的引入是非常必要的。在异步教学过程中,要根据个体差异制定相应的教学目标,让每个学生都体验到了“成功”的喜悦,从而极大地调动了学生学习的积极性和主动性,增强了学习的信心,进而提高学习成绩;正好弥补了传统教学方法的缺陷。本文根据健美操教学的特点及异步教学法的研究成果,对比分析在体育院系健美操课普修中实施异步教学法和传统教学法的教学效果。目的是探索两种教学方法在提高学生专业素质、教学能力和成绩方面的差异,着重探讨异步教学法的优势,以此来推进健美操教学方法的改革,为高校健美操课程教学实践改革提供参考。本研究采用文献资料研究法、逻辑分析法,从哲学、心理学、教育学三方面寻求理论依据论证在体育院系健美操普修课程实施异步教学法的可行性,通过文献资料法和专家访谈法对在体育院系健美操普修课程实施异步教学法的教学程序、评价方法进行了研究和设计;根据本文研究的实际需要运用问卷调查法,问卷设计在专家和导师意见下进行了三轮修改,每一轮问卷结构、问卷内容等方面的调整,定稿都进行了问卷效度与信度检验,在湖南科技大学体育学院08级体育教育专业3班4班两个自然班和08级潇湘体育教育2班3班两个自然班共计88位学生中发放学生问卷;选择湖南师范大学体育学院、湖南科技大学体育学院8位教授、4位副教授作为异步教学法在普通高校体育院(系)健美操普修教学中的实验研究的专家调查问卷发放对象。同时,采用教学实验法,抽取湖南科技大学体育学院08级体育教育专业3班4班2个自然班和08级潇湘体育教育2班3班2自然班为实验对象,以第二套大众锻炼标准三级与自编操的考核为实验内容,实验班实施异步教学法,对照班实施传统教学法,开展为期16周32课时的两轮教学实验。实验前实验班与对照班的体质指标测试、健美操运动技能测试均无显著性差异。实验班根据学生学习态度和身体素质、接受能力等方面都存在不同程度的差异,把学生分为优秀生、中等生、困难生,三个有一定的递减梯度的层次,并根据不同层次的具体情况制定相应的教学目标完成异步教学。教学考评采用多样的评价方法,内容包括平出勤情况(平时成绩)10%+课堂努力情况(进步度得分)20%+全院举办的规定套路统一考试40%+自编操的考核30%成绩,从多个角度对学生做出全面的、科学的、发展性的评价;术科的测试,采用全年级健美操规定套路教学比武统一考试同场地进行,主考由体育学院统一选派三名非参与本实验的专家、教授组成,每名学生的得分为三名主考所给分数的平均分。实验结果表明:(1)实验前、后分别对实验的学生进行了两次自信心与学习动机水平的测试,实验前实验班与对照班学生的学习动机水平没有显著性差异(P﹥0.05),但实验后测试,实验班成绩高于对照班,经t检验具有显著性差异(P<0.05 )。表明异步教学法在健美操普修课的实施对学生的学习动机和自信心的增强要优于传统教学法。(2)实验班学生在对学、群学中,教师每次采取分配任务到小组练习,经常轮换负责小组人员,促使了学生在组织能力、语言表达能力方面都能起到增强的作用,实验班与对照班差异性比较,经t检验具有显著性差异(P<0.05 );实验班教师以布置的任务的方式让学生对所学的内容进行编排队形或者编排相似的动作进行练习,测试结果,实验班学生与对照班学生在创新能力与示范能力的差异性比较,经t检验具有显著性差异(P<0.05 )。健美操普修课异步教学法实施过程中的以学生的创编动作组合为小组相互观摩学习的表演比赛充分锻炼了学生的教学能力、评价能力、鉴赏能力、同时竞争意识和集体荣誉感都得到了增强;学生自主完成的健美操动作组合的创编使健美操普修教学课堂气氛更加活跃,同时也提高了学生的专业素质和创新能力。(3)实验班学生在协调性、乐感和节奏感提高、形体姿态改善、自信心增强、表现力提高方面均高于对照班学生,在气质改善方面实验班学生与对照班学生无差异。(4)实验班和对照班学生的健美操术科测试成绩,实验班高于对照班,经独立样本t检验,具有显著性差异(P<0.05 )。实验班和对照班学生的健美操综合成绩,实验班高于对照班,经独立样本t检验,具有显著性差异(P<0.05 )。表明异步教学法的实施对学生学习第二套大众锻炼标准三级有显著性的作用。可见在高校健美操普修课中运用异步教学法是可行的、有效的。更多还原

【Abstract】 Nowadays there is an urgent need to reform the teaching method of P.E education course in the universities. The new reform on the teaching method of P.E. education course requires: to arouse the students’enthusiasm of participation, to raise students’ability of practicing and learning on their own and to make their creativity into full play, which needs us to find a teaching method to meet these requirements. The asynchronous teaching method aims at cultivate study individuality of students, which can embody the guiding theory of the new reform. To implement the asynchronous teaching method of P.E. education course can ensure the smooth movement of the education reform move. Because it can avoid the differences made by students’physique, sports experience and learning motivation and make every student maintain his physical and mental satisfaction; it can cultivate the development of students’personalities and satisfy the students’creativity; It can also create a harmonious learning atmosphere for students. The teaching characteristic of aerobics requires students to have pretty good abilities of sport coordination, have good senses of music and have good abilities of controlling their bodies. In the traditional teaching process, teachers ignore the individual differences caused by students’physique, sports experience and learning motivations. When the learning is progressing, the old teaching method inevitably will cause polarization because of the higher requirements which are difficult to reach, thus leading to bad learning result. In this sense, it is necessary to acquire the asynchronous teaching method which puts emphasis on the target of making every student develop comprehensively. In this method, the teaching aim is made according to students’individual differences. In this way, it can make every student experience success, have learning initiative, improve their confidence and then naturally improve their learning results, which compensate the shortcomings of the traditional teaching method. Based on the previous achievements of the research on the characteristics of teaching aerobics required and the asynchronous teaching method, this thesis compares the teaching results of the asynchronous teaching method and the traditional teaching method applied in the teaching of the aerobics in order to explore the differences of increasing professional qualities, teaching capability and achievements of students between the two different teaching methods and focus on the explore the superiorities of asynchronous teaching method to propel the teaching reform and provide the references of aerobics teaching.Adopting literature and logical analysis, this paper demonstrated the feasibility of carrying out asynchronous teaching method in the aerobics required teaching of P.E education from philosophy, psychology and education. Teaching program and evaluation methods were researched and designed about the asynchronous teaching method in the aerobics required teaching of P.E education by literature and experts interviews. The questionnaire survey method was applied according to the actual requirement of the paper. The design of the questionnaire was revised three times according to the suggestion of the experts and tutor. The validity and reliability test were employed in the adjustment of structure and contents of questionnaire. The questionnaires were disseminated to the 88 students in the 3 and 4 classes of P.E education professional and 2 and 3 classes of Xiao-xiang college P.E education professional in Hunan University of Science and Technology. 8 professors and 4 associate professors in the college of P.E education of Hunan Normal University and Hunan University of Science and Technology were selected as the questionnaires survey expert objects. The experiments subjects were same with the questionnaires survey objects. The experiments contents were the 3 level of the second set public exercise standard and the self-compose action. The asynchronous teaching method was carrying out in the experiment classes and the traditional teaching method was carrying out in the control classes. The two turns teaching experiments were developed during the 16 weeks. The fitness index and the aerobics exercise skills had not significant differences between the experiment classes with the control classes. The experiment subjects were divided into 3 levels including excellent, common and difficult subjects according to attitude, fitness and acceptance, then corresponding teaching objective were formulated to complete asynchronous teaching according to specific circumstances. Diverse evaluation methods were adopted, including attendance(10%), progress(20%), compulsory routines united examination(40%) and self-compose action check(30%). So the evaluation was comprehensive, scientific and developmental. Technical subject examination adopted aerobics compulsory routines check, and the examiners were 3 experts and professors who do not participate the experiment. The score was the mean scores of 3 examiners. The consults showed: firstly, the study motivation and self-confidence had not significant differences between the experiment classes with the control classes before experiment(P>0.05), but the scores of experiment classes were higher than that of control classes after experiment, and there had significant differences by t test (P<0.05). These results showed that through the asynchronous teaching method, the study motivation and self-confidence significantly increased. Secondly, the students of experiment classes had more organization abilities and language expression abilities through the distribution roles by teachers and rotation groups members, so there had significant differences by t test between the experiment classes with the control classes (P<0.05). The teacher of the experiment classes make students schedule formation or similar action by distribute roles, so the innovation and demonstration abilities of students in experiment classes was higher than that of control classes (P<0.05). Under the asynchronous teaching method, the performance competition fully cultured the teaching ability, evaluation ability, discriminating ability, competitive awareness and collective sense of honor. Thirdly, the coordination, music sense, rhythm sense, body posture, self-confidence and expression of the experiment classes was higher than that of control classes (P<0.05), but the temperament of the experiment classes had not significant difference with that of control classes. Fourthly, the technical scores of the experiment classes was higher than that of control classes, and there had significant differences by t test (P<0.05). The integrated scores of the experiment classes was higher than that of control classes, and there had significant differences by t test (P<0.05). These results showed that the asynchronous teaching method had apparent effects on the study of the second set public 3 level. So applying asynchronous teaching method in the aerobics required teaching of P.E education in the common university was feasible and effective.更多还原