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合作学习教学模式在普通高校网球教学中的应用研究

The Research of Cooperative Learning Models in College Tennis Teaching

作者: 专业:体育教育训练学 导师:纪烈维 年度:2010  院校: 哈尔滨工程大学

Keywords

        在社会日益走向民主化的今天,培养具有适应社会变革和文化交流需要,擅于开展人际关系与合作的高素质人才,是未来社会发展趋势的需要。而教育是面向社会,面向未来的事业,它具有前瞻性,必然要适应未来社会发展的需求。未来社会不仅需要竞争意识,同样需要合作精神,二者不可偏废,传统体育教学中过度地强调竞争意识的发展,而忽略竞争与合作的协调发展,在一定程度上限制了学生合作意识与技能的习得。我们现在所进行的体育课程的教学改革需要先进的理论进行指导,同样也需要成功的经验作为支撑。为此,我们结合普通高校网球教学实际,辩证地吸收前人已有的合作学习研究成果,对合作学习教学模式的理论基础和优势进行分析。并在实际教学中进行试验研究,以期解决长期以来传统教学模式对学生情感培养和创造性思维的束缚,进一步探究这种模式对学生的学习成绩,学习兴趣、态度,群体凝聚力,合作能力及分析问题能力等方面的影响,旨在为我国体育教学模式的改革提供有益的参考,进一步完善和丰富体育教学理论与实践,促进体育教学持续、健康、有效地发展。本研究采用文献资料法、访谈法、心理测量法、数理统计法、实验法,以提高学生之间的合作意识与合作能力为出发点,通过在高校网球课中进行合作教学的实验,寻找出具体的培养学生合作能力和意识的内容、方法和途径。在课堂上通过合作学习中的信息交叉的模式,在课下加强学生间的交流,通过增强小组内的凝聚力,同化各个成员的目标与小组目标一致,最终提高学习成绩,提高学生的交际能力。在研究过程中通过查阅大量的文献资料制定出培养学生合作能力和合作意识的目标,根据合作学习的理论,通过《人际交往能力评估问卷》和《运动中群体凝聚力问卷》两个心理量表试验前后的测量,在实验结束后清楚的发现:实验班在网球技术的学习上明显比对照班优秀,说明合作学习在高校网球选修课中的应用能够对大学生的网球技术学习起到帮助作用,体现了合作学习的优势。大学生在人际交往能力和团体凝聚力上与实验前相比有了显著性的提高,说明合作学习对大学生的人际交往能力和群体凝聚力的提高有推动的作用,人际交往能力是大学生必备的一项重要能力之一,在大学的课堂上应该给与大学生一定得交际合作的空间,为今后步入社会打好基础。提高团队的凝聚力是合作学习的宗旨之一,只有在一个凝聚力高的团队里面学习,才能提高学习效率,进而提高学习成绩。网球选修课中引入合作学习模式,提高了高校网球教学的效果,解决了高校中普遍存在的,网球场地少,学生超员等问题,全面提高网球学习的质量,促进网球在高校中的发展,同时促使学生学会合作,提高学生的团队意识和团体凝聚力。合作学习应该多从合作学习的模式研究,如何更好的把合作学习同我国的教育现状相结合,找到一条符合我国基本教育情况的合作学习模式是今后合作学习研究的重点。
    Increasingly towards democratization in society today, the train has to adapt to social change and cultural needs, good at interpersonal relations and cooperation to carry out high-quality talent is the future trend of social development needs. Education is a socially oriented, future-oriented career, it has a forward-looking and is bound to meet the future needs of social development.The future society requires not only the sense of competition, also need a spirit of cooperation, the two can be neglected, the traditional over-emphasis on physical education in the development of sense of competition, the neglect of development of competition and cooperation and coordination, to a certain extent, limited awareness and skills of students in co-operation acquisition. We are now carried out by the teaching of physical education curriculum reform requires advanced theoretical guidance, the same need as the support of successful experiences. To this end, we combine college tennis teaching practice, dialectical absorb what others have already cooperative learning research, cooperative learning teaching model on the theoretical basis and advantages for analysis. And in practical teaching in a pilot study with a view to resolving long-standing tradition of teaching on their students emotional development and creative thinking of the constraints to further explore this model of student achievement, interest in learning, attitudes, group cohesion, cooperation skills and analysis of issues ability to impact, aimed at the reform of China’s sports teaching model provide a useful reference to further improve and enrich the physical education theory and practice of physical education to promote sustained, healthy and effective manner. In this study, documents and materials, interview psychology, measurement, mathematical statistics, experimental method, by raising awareness and cooperation among students ability to cooperate as a starting point, in college tennis lessons through the co-teaching experiments carried out to find out the specific The students capacity for cooperation and awareness of the content, methods and means.In the course of the study through access to a large number of literature to develop students ability to cooperate and co-awareness of the objectives, according to the theory of cooperative learning through the "interpersonal skills-assessment questionnaire" and the "campaign group cohesion questionnaire" two psychological scale test before and after the measurement, after the end of the experiment clearly found that: the experimental class after a semester of cooperative learning and the control after a semester of classes through the traditional teaching method and compared with the experimental class in tennis technology, learning significantly higher than the control classes outstanding, details of such cooperation learning in college tennis elective course in the applications to university students to learn to play tennis technical assistance role, embodies the advantages of cooperative learning. Cooperative learning on college students interpersonal skills and group cohesion in enhancing the promotion of the role of interpersonal skills necessary for college students is an important capability, one of the classes at the university should be given to university students have communication room for cooperation, in order to lay the foundation for the future into the community. To improve team cohesion is the purpose of cooperative learning is one of only in a cohesive team inside the high-learning, in order to improve learning efficiency, and to improve academic performance In tennis, the introduction of cooperative learning model of elective courses in colleges and universities to improve the effectiveness of teaching tennis to address prevalent in colleges and universities, and tennis court is a small, student overcrowding, the few hours the situation, and comprehensively improve the quality of learning tennis to promote tennis in colleges and universities development, while allowing students to learn cooperation, to enhance students sense of community and group cohesion for the future direction of society ready. Cooperative learning should be more from the cooperative learning model to consider how better to co-study with the combination of China’s education status quo and find a line with China’s basic conditions of cooperative learning model is the focus of study and research cooperation in the future.
        

合作学习教学模式在普通高校网球教学中的应用研究

摘要5-7
Abstract7-9
第1章 绪论12-23
    1.1 选题依据12-14
    1.2 研究目的14
    1.3 研究意义14
    1.4 文献综述14-23
第2章 研究对象与方法23-35
    2.1 研究对象23
    2.2 研究方法23-26
        2.2.1 文献资料法23
        2.2.2 访谈法23
        2.2.3 心理测量法23-25
        2.2.4 实验法25-26
        2.2.5 数理统计法26
    2.3 实验研究目的26-33
        2.3.1 实验控制26-28
        2.3.2 实验流程(合作学习模型的建立)28
        2.3.3 合作学习在教学中的实际应用28-30
        2.3.4 对合作学习的评价30-31
        2.3.5 对合作学习小组凝聚力的监测31
        2.3.6 测试评分方法31-33
    2.4 案例33-35
第3章 结果分析35-48
    3.1 实验前实验班和对照班差异性检验35-36
        3.1.1 两班身体素质的检测35
        3.1.2 实验前实验班与对照班学生基本情况对比35-36
        3.1.3 实验前实验班与对照班人际交往能力的情况对比36
    3.2 合作学习对网球技术学习结果的影响36-40
        3.2.1 实验后实验班和对照班网球技术掌握的对比36-39
        3.2.2 实验后实验班和对照班网球理论知识对比39-40
    3.3 合作学习对大学生身体素质的影响40
    3.4 合作学习对人际交往能力的影响40-43
    3.5 合作学习对团体凝聚力的影响43-46
    3.6 实验后学生对“合作学习”教学模式的评价46-48
第4章 结论与建议48-50
    4.1 结论48-49
    4.2 建议49-50
参考文献50-54
攻读硕士学位期间发表的论文和取得的科研成果54-55
致谢55-56
附录56-65
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