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文章主要采用实验观察法,在教学与训练的各个环节有意识地施加武礼;背诵“武德颂”;三级评价体系和填写“训练日记”等方法,来逐步规范学生的言行,并客观评定每个学生、集体的武德修养程度,以及武德修养对弘扬民族精神、提高武术技能及和谐人际关系方面的作用。通过一年的实验观察,得出主要结论:(1)武术队和武术兴趣小组学生与对照班在“武德条款、点首礼、抱拳礼、递接礼、技术评定”五项指标具有非常显著性差异。(2)“训练日记”是记录训练情况和自我武德养成的有效方法,而三级综合评定方法深受学生们的欢迎,更适用于高中和师范学校,而不太适合小学生。
The article mainly adopts the method of experimental observation, and consciously imposes Wu Li in all aspects of teaching and training; recites “Takenori”, “three-level evaluation system” and “training diary” to gradually regulate the students’ words and deeds , And objectively assess the role of each student and collective Wutong’s accomplishment as well as their role in carrying forward the national spirit, enhancing Wushu skills and harmonious interpersonal relationships. Through one-year experimental observation, the main conclusions are drawn as follows: (1) The Wushu and Wushu interest group students and the control group have five indicators of the “Wushu terms, the first gift, the Baoquan gift, the delivery ceremony, the technical evaluation” There is a very significant difference. (2) “Diary of training ” is an effective way to record the training situation and self-morality, and the three-level comprehensive assessment method is popular with students. It is more suitable for high school and normal school, but not for primary school students.