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目的:探讨俱乐部教学联合网络平台教学模式应用于健美操教学的效果。方法:以我校学生为教学对象,共开设3种健美操授课模式,即常规班、教改班1和教改班2,并由学生自主选择授课模式。常规班采用传统健美操教学模式,教改班1采用俱乐部联合网络平台教学模式,教改班2采用俱乐部或网络平台教学模式。一个学期结束后,对比分析三种教学模式的成效。结果:教改班平日抽查成绩、专项技能成绩、专项素质和队形变化均显著高于常规班(P<0.05),且教改班1各项成绩得分均显著高于教改班2(P<0.05);影响学生学习健美操的主要因素是认为健美操可以很好的锻炼身体(81.61%)、缓解学习压力(74.19%)和健美操考试容易过(76.45%);影响学生考试成绩的原因主要是教师、教材原因(77.42%)、害羞(70.97%)和自身协调性差(65.48%)。结论:俱乐部教学联合网络平台教学模式丰富了健美操的授课方式和学习形式,激发了学生学习健美操的激情,同时也充分发挥了健美操授课老师的主观能动性和授课备课的积极性,提高了健美操教学水平的质量。
Objective: To explore the effect of teaching model of club teaching network platform applied to aerobics teaching. Methods: Taking the students in our school as the teaching object, a total of 3 kinds of aerobics teaching modes were set up, that is, regular classes, teaching reform classes 1 and teaching reform classes 2, and students’ choice of teaching modes. Conventional aerobics class teaching mode, the teaching reform class 1 clubs using the joint network platform teaching mode, teaching reform class 2 club or network platform teaching mode. After a semester, comparative analysis of the effectiveness of the three teaching modes. Results: The results of the regular class test, the special skill scores, the special qualities and the formative changes of the teaching reform classes were significantly higher than those of the regular classes (P <0.05), and the scores of the teaching reform classes 1 were significantly higher than those of the teaching reform classes 2 (P <0.05) (81.61%), ease learning pressure (74.19%) and aerobics test easily (76.45%). The main reasons that affect students’ test scores are: Teachers, teaching materials (77.42%), shyness (70.97%) and self-coordination poor (65.48%). Conclusion: The teaching model of club teaching network platform enriches the teaching methods and forms of aerobics, stimulates students’ enthusiasm for aerobics, and also gives full play to the subjective initiative of aerobics teachers and the enthusiasm of teaching preparation and lesson preparation, and improves bodybuilding Teaching level of quality.