中小学体育课合作学习模式的教学实验

随机抽取云南昆明市拓东第一小学五年级2个班和云南师范大学附属中学的初一年级2个班的学生,进行体育课合作学习的实验.实验结果表明:合作学习模式适合中小学课堂教学,能有效提高课堂效率,改善学生心理健康,增强社会适应能力;合作学习对学生身体形态和素质的变化影响不大,但能提高技巧类项目技能;男生比女生更喜欢合作学习,效果较为明显.     

合作学习模式在大学体育教学中的应用

采用教学实验法，在大学男生的篮球和女生体育舞蹈课中进行合作教学模式的实验研究。实验结果表明，采用合作学习教学模式教学的实验班级在体育成绩以及心境状况均显著优于一般常规教学的班级。实验班学生更喜欢体育课，态度更加积极，在合作性、互动性等方面发展更好。     

太极拳教学对大学生A型行为的影响

为检验太极拳教学对大学生A型行为的影响 ,采用A型性格自测量表对大学生前后两次测试。结果表明 ,大学生中A型行为相当普遍 ,属于A型性格类型的学生较多 ,男生比女生有更严重的A型行为倾向 ;通过太极拳教学可以改善大学生的A型行为倾向 ,太极拳学习和锻炼是一种治疗A型性格的有效方法。太极拳学习和锻炼通过调节生活节奏、释放心理压力、促进身心健康 ,打破强化A型行为的恶性循环———“快节奏生活方式→心理压力→A型行为→快节奏生活方式” ,达到治疗A型性格和干预A型行为的目的     

合作学习教学模式在大学体育教学中的应用

采用实验法，对大学男生篮球课和大学女生健美操课中进行实验研究。实验结果表明：采用合作学习教学模式教学的实验班学生的体育成绩以及心境状况等方面均显著优于进行一般常规教学班的学生。且实验班学生更喜欢上体育课，上课态度更加积极，在合作性、互动性等方面比常规班学生表现更好。     

体育院校学生学习风格的研究

采用KOLB的《学习风格调查表》对体育院校学生与普通院校学生进行了比较与分析。结果显示 :男生在视觉、动觉反应方面强于女生 ,而女生在听觉反应方面强于男生 ;体育院校学生学习风格主要是顺应型和发散型 ,普通大学生主要集中在发散型风格上。了解学生学习风格上的特点与差异 ,有助于提高学习效率。     

大学生手机成瘾倾向现状与体育锻炼相关研究

本研究采用文献资料法,问卷调查法方法,依据行为改变理论,了解大学生手机成瘾倾向现状,探索在手机成瘾研究领域中,为大学生手机成瘾倾向提供体育锻炼干预的解释机制。随机选取600名大学生对大学生手机成瘾倾向进行调查。结果:大学生手机成瘾倾向现状,女生比男生更为明显、大一、大二比大三的同学更具有手机成瘾倾向;独生子女与非独生子女、城与乡学生之间没有差异;大学生手机成瘾倾向与体育活动参与呈负相关。结论:大学生手机成瘾倾向现状从人口学变量分析,在性别、年级、和专业上存在差异;大学生手机成瘾倾向与体育活动参与呈负相关。     

契约学习在高校公共体育教学中应用的实践研究——以福建农林大学为例

运用实验法在高校公共体育教学和课外活动中实施契约学习,验证该法对促进学生体育锻炼养成、掌握运动技能、改善体质健康等方面的成效.研究结果表明,大学生实施契约学习的效果明显优于非契约式学习,男生的自我契约效果更为显著,多人契约的方式进行体育学习与锻炼更适宜女生;契约式体育学习有益于高校学生改善身体机能状况,保持身体形态、控制体重、降低肥胖率、促进身体发育等;契约式体育学习还有助于大学生掌握运动技能,相较之男生,女生的促进效果更为显著.     

我国大学生的体格与家庭社会经济因素及自然环境因素的相关性研究

研究对象及特征:研究对象为上海E大学2001年9月入学的全部2990名学生中剔除不满17岁的学生、体育系的学生及汉民族以外的学生后,余下的2524名(男838名,女1686名)大学生。研究结果:1.单因素分析结果(1)社会经济因素与体格的关系:男、女生身高、体重均为城市学生大于农村学生,有显著性差异。对于BMI,男生有显著性差异,女生没有显著性差异。另外,这些城乡因素之差,男生比女生更明显。男、女生身高都是沿海地区偏高,存在显著性差异。男、女生体重也都是沿海地区偏重,男生间存在显著性差异,但女生间不存在显著性差异。男、女生身高、体重均随着…     

学生情商发展与体育教学中合作学习的关系

运用教学实验法、数理统计法、问卷测试法和专家咨询法等方法,对学生情商发展与体育教学中合作学习的关系进行了实验研究。实验结果表明:体育教学中实施合作学习对男生和女生的情商会产生显著的促进作用且与常规教学对照明显;实验班男女生情商指数在实验后都有所提高的同时,男生提高的幅度要相对高于女生。     

上海市嘉定区高中生体育学习兴趣的现状调查及对策研究

本文采用文献资料、问卷调查、数理统计等研究方法对上海市嘉定区高中生体育学习兴趣进行调查。结果表明,学生体育学习兴趣总体比较高,男生多源于内在驱动,女生多受外界影响。他们对体育活动的关注程度较高并有一定的理性认识。男生比较喜欢集体性和有身体对抗性项目,女生喜欢相对柔和一些的运动项目。学生希望体育课堂内容丰富多彩,并希望对课堂有一定的自由支配权。     

Does student learning style affect performance on different formats of biomechanics examinations?

Students' learning style preferences have been widely adapted into teaching and learning environments. The purpose of this study was to investigate the relationship between self-reported and assessed learning style preferences (visual, auditory, reading/writing, kinesthetic: VARK) on performance in different types of multiple-choice examinations (T1: text only format and T2: visual format) given in an introductory biomechanics class. Students who enrolled in three biomechanics classes at a state university were recruited to participate in the study. Ninety students (47 males and 43 females) completed a learning style survey and two types of examinations. Results showed that approximately half of the students were assessed and self-reported as kinesthetic for their preferred learning style. There was no significant difference in test performance between students who preferred visual and reading/writing learning styles (self-reported and assessed). These students demonstrated similar learning and comprehension of biomechanical concepts regardless of whether the test material was presented in their preferred sensory mode or not. Interestingly, female students' perceptions of their learning style preference may have a positive effect on the test results when the test is presented in their preferred format.     

Does student learning style affect performance on different formats of biomechanics examinations?

Students' learning style preferences have been widely adapted into teaching and learning environments. The purpose of this study was to investigate the relationship between self-reported and assessed learning style preferences (visual, auditory, reading/writing, kinesthetic: VARK) on performance in different types of multiple-choice examinations (T1: text only format and T2: visual format) given in an introductory biomechanics class. Students who enrolled in three biomechanics classes at a state university were recruited to participate in the study. Ninety students (47 males and 43 females) completed a learning style survey and two types of examinations. Results showed that approximately half of the students were assessed and self-reported as kinesthetic for their preferred learning style. There was no significant difference in test performance between students who preferred visual and reading/writing learning styles (self-reported and assessed). These students demonstrated similar learning and comprehension of biomechanical concepts regardless of whether the test material was presented in their preferred sensory mode or not. Interestingly, female students' perceptions of their learning style preference may have a positive effect on the test results when the test is presented in their preferred format.     

浅谈学生学习体育的兴趣与学习效果

体育教学中,学生的学习兴趣与学习效果密切相关。因此,激发和培养学生的学习兴趣,使其产生强烈的求知欲望,进而主动练习和锻炼,能获得更好的学习效果。运用新颖有趣、多种多样的教学方法与措施,充分调动学生的主观能动性和发挥其主体作用,对搞好体育教学、提高教学质量具有重要的意义。     

福建省高校公共体育课教师教学风格的研究

采用修订过的教师教学风格量表，对福建省高校公共体育教师的教学风格进行了调查。结果表明：（1）从总体上看，体育教师的教学风格以激进型、立法型、局部型和整体型四种教学风格为主，这与非体育专业教师存在一定的差异。这四种教学风格是相对复杂、有创造性、效率较高的教学风格；（2）不同职称的教师教学风格没有显著差异，初级职称的教师教学风格更倾向于立法型、激进型、局部型和评判型；（3）不同学历的教师在立法型教学风格方面存在显著的差异。（4）相对于教龄较短的教师。教龄在15年以上的教师教学风格更颂向于立法型和保守型。     

A cross-cultural investigation of the use of teaching styles

Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles.     

Differential Treatment of Whole Classes by a University Dance Teacher

abstract

The purpose of this case study was to examine whether a university dance teacher treated students in two dance classes differentially. Based on instructor feedback results, it was found that students were treated differentially. Students in the beginning jazz class received less instructive feedback than students in the beginning modern dance class. Data were collected through informal interviews and analysed following tenets of qualitative research. Themes which emerged from the interviews included the teacher's teaching philosophy, her style of teaching, her preference for one dance style over the other, her physical limitations, and the mixture of student abilities. It was suggested that this differential treatment was the result of the teacher viewing the two classes differently through her own lenses composed of her beliefs, curricular knowledge, values, movement preferences, and experiences as a student herseff. Findings from this study have relevance for teacher educators, dance teachers, and pre‐service teachers. The importance of personal teaching philosophy, teaching style, preference for a specific dance style, and specific movement preferences cannot be overlooked as factors affecting one's teaching. When these factors impact instructive feedback negatively then alternative measures must be considered to enhance the teaching‐learning environment.     

不同认知方式的学生对体育教师教学风格认可程度的研究

运用镶嵌图形测验法和问卷调查法研究体育专业学生的认知方式与体育教师教学风格的关系。发现体育专业的学生以场独立性认知方式者居多,专项为集体项目的学生更倾向于场依存性;认知方式不同的学生所认可的体育教师的教学风格不同;体育教师在体育教学过程中应创设同学生认知方式相匹配的教学策略,以取得更好的教学效果。     

游戏作为田径课准备部分教学内容的探讨

将游戏作为田径课的准备部分教学内容,通过实践对比和分析,得出结论:利用游戏法教学更能引起学生的学习兴趣和产生正确的学习动机,调动学生学习的积极性和自觉性,更能充分发挥学生主体作用和教师主导作用,有利于田径课教学任务的完成。     

学生观察技能的培养对挺身式跳远教学效果的影响

就学生的观察技能对动作技能的形成是否具有促进作用的问题进行了探讨。通过跳远教学实验表明 ,有目的地运用观察程序来提高学生的观察技能 ,有助于学生形成正确的动作技能     

太极拳教学中运用"念动练习法"效果之探讨

文章通过对学生对太极拳基本动作掌握和完整的技术动作完成情况的分析,得出结论:在太极拳教学中采用念动练习法有助于激发学生学习的兴趣,增强学生学习的积极性;有助于学生对基本动作的理解,加深对动作的记忆,缩短学习时间,从而有助于提高教学效果。