【作者】 邓万里；

【导师】 张颂岐；

【作者基本信息】 武汉体育学院 ， 体育教育训练学， 2008， 硕士

【摘要】 随着1999年中共中央国务院《关于深化教育改革全面推进素质教育的决定》和2002年《全国普通高等学校体育课程教学指导纲要》的颁布与实施,在素质教育、终身教育和“健康第一”思想指导下的体育课程改革具有了新的视野与选择。新课程的实施为教师的“教学创新”提供了广阔的舞台,新课程理念淡化传统体育教育的片面功利性,坚持“健康第一”的指导思想,强调学生的全面可持续发展,并以此构建各种新型的教学模式。根据体育课程新的基本理念,新一轮的体育课程改革强调,要改变以往体育课程实施过于强调学生接受学习、机械训练的传统学习方式,倡导学生主动参与、乐于探究,培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力,以及交流与合作的能力。由此构建了“自主-程序-合作”的教学模式。本文借鉴自主学习、程序教学以及合作学习理论,分别选取了其中的某一部分加以组合构建了“自主-程序-合作”教学模式,并在排球垫球技术教学中进行了实证研究。本研究以江汉大学体育学院体育教育专业学生为研究对象,运用文献资料法、问卷调查法、教学实验法等多种研究方法,尝试性地探索了“自主-程序-合作”教学模式对排球垫球技术、学生运动动机以及群体凝聚力的影响,以期对排球教学方法提供理论与实践上的依据。通过教学实验,对所得的各种测试数据进行整理分析,研究结果表明:1“自主-程序-合作”教学模式应用于排球垫球技术教学时,通过制定合理的教学目标、程序的学习策略,小组的合作方式,能够有利于学生对运动技术的学习与掌握,有利于学生学习运动技术的积极性与兴趣的提高。2“自主-程序-合作”教学模式应用于排球垫球技术的教学时,能够促进学生运动动机的提高,增强学生参与体育运动的积极性与自信心。对运动动机的影响主要是从影响运动动机因素——生理与心理需要、学习目的来作用的。3“自主-程序-合作”教学模式应用于排球垫球技术的教学时,通过作用于团体凝聚力形成因素——小组的任务与目标、运动团体结构稳定性、角色认知和成员的满足感与情感、团体内部合作与竞争,能够提高团体的群体凝聚力,培养良好的人际关系。更多还原

【Abstract】 After the publication and implementation of the“Decisions to Further the Education Reform and Promote the All-round Education”in 1999 and the“Principles on Physical Education in Colleges and Universities”in 2002 by Chinese State Council, the PE reform has got new views and choices under the guidelines of“all-round education”,“life-long education”and“Health First”. The practicing of new PE courses provides vast opportunities for teachers to make innovations by replacing the aim-oriented traditional PE with health-oriented new education, which focuses on the overall and sustainable development of the students and new educating systems are also formed accordingly.According to the basic concepts of the new physical education, the latest PE reform emphasizes to change students’learning process from forced acceptance to active participation and research. During this kind of process, students can develop their abilities of information collection and processing, new knowledge acquisition, problem analyzing and solving and communication and cooperation. Whereby, a new and effective training mode of“Action– Process– Cooperation”is formed.This thesis, by respectively borrowing certain parts from theories of active learning, process education and cooperative study, aims to form a teaching mode of“Action– Process– Cooperation”and has put the mode into the teaching of volleyball digging technique for a field test. Subjects for this research are PE major in Jianghan PE College. Several research methods like bibliographic method, questionnaire method and teaching test methods have been used in this study. This research mainly studied the influences that the“Action– Process– Cooperation”teaching mode can have to the volleyball digging technique, students’exercise motive and the group collaboration, in the hope to give more guidance and directions to the volleyball education.By sorting out and analyzing the results of the teaching test, the following conclusions are made:1. If reasonable teaching targets, strategies and ways of group cooperation are fixed, the mode can help students learn and master the technique as well as enhance students’interest and enthusiasm.2. The implementation of the mode could improve students’exercise motives as well as their confidence. The influences on students’motives are mainly realized by affecting the factors like physical and psychological needs and their study targets.3. When the mode is implemented, by affecting the elements of the group collaboration, such as the task and target of the group, stability of the group structure, students’sense of roles and their self-satisfaction, co-operation and competition inside of the group, great team work spirit and cooperation and good interpersonal relationship are achieved.更多还原