合作学习对学生身心健康效应的研究

采用文献法、问卷调查法和实验法等,对合作学习在大学生形体艺术教学中产生的身心健康效应进行研究。结果表明：合作学习有利于提高学生的身体机能和身体素质;有利于优化同伴关系、提高学生的学习兴趣;有利于提高学生解决问题的能力和自我效能感;有助于提升大学生的心理健康水平。     

现代大学生体育学习行为与特征的研究

为了指导大学生高效率地进行体育学习,采用问卷调查等方法,对现代大学生体育学习情况进行了调查与分析.结果表明：男女大学生体育学习行为既有共性,又有细徽差别;大学生获得体育知识的渠道呈多元化的特点,但教材被大学生普遍忽视,课前和课后均少阅读.课堂学习对象与方法单一,没有充分调动感官进行学习;自主性学习和合作学习积极性不高,学习效率低,课后练习的方式和方法需要改进.     

体育教学中“合作学习”对大学生挫折承受力的影响

运用问卷调查法和实验法就合作学习模式对提高大学生挫折承受力的问题进行探讨,结果表明:挫折承受力强的大学生一般更趋向于采取积极合理的应对方式;在体育教学中采用合作学习模式能有效提高大学生的挫折承受力;通过提高大学生承受学习挫折、交往挫折及适应挫折方面的能力,进而可以提高其挫折承受力的总体水平。     

合作学习在普通高校手球体育课教学中的实践价值

采用文献资料法和调查访问法,对华南农业大学345名大学生进行调查,结果表明:在普通高校手球体育课教学中运用合作学习的教学模式,可以加强学生之间的协作,改善师生关系,培养学生个体性学习和竞争性学习,改变了学生的参与方式,提升学生的自尊,大幅度地提高了教学质量,培养了学生的综含素质,合作学习在手球体育实践课中具有现实的实践价值.     

形体“合作学习模式”对大学生心理健康影响的研究

运用文献法、问卷调查法和实验法,将合作学习模式运用于形体教学中,就其对学生心理健康影响进行研究。实验结果表明：合作学习模式有助于缓解大学生焦虑,改善人际关系,提高大学生的一般自我效能感和解决问题的能力,有助于提升大学生的心理健康水平。     

体育合作学习教学模式的研究与实验

运用文献资料法和调查法,对合作学习的内涵、基本要素和理论基础进行了研究。从构建体育合作学习教学模式结构入手,研制了体育合作学习的教学方案。运用教学实验法和对比分析法,验证了体育合作学习教学模式的教学效果和实用价值。     

小组合作学习对培养大学生团队意识的实验研究

团队合作是经济社会对人才需求的一种必然趋势,任何取得成果的工作,都需要一个和谐而默契的团队。本文通过对体育课实施小组合作学习法教学,旨在最大限度地激发大学生在团队中的工作动力和奉献精神,发挥出自己的特长,齐心协力,与人真诚合作,培养学生团结、协调的团队意识,推进素质教育。     

合作式学习对学生体育学习内在动机的影响——基于社会认知视域下的动机理论

现今动机的丧失使学生难以主动提起体育学习的兴趣,为探析如何将学生在体育学习中从被动接受转向主动投入与如何激发学生体育学习的内在动机等问题,运用文献资料法、理论思辨法和案例分析法,从社会认知视角出发,将成就目标理论、自我决定理论和社会认知理论作为理论基础,以最近5年内国外学者所进行的体育合作学习实验作为实践案例,详细分析在体育教学中运用合作学习对学生体育学习内在动机的影响：1）不同的分组形式,如“S型”异质分组和“自由”结组均可以对学生体育学习动机产生影响;2）在小学阶段安排学生进行合作游戏和让中学阶段学生合作学习运动技能,可以增强学生的体育学习动机;3）体育合作学习对学生自我接近目标、情绪调节与控制以及同理心的积极影响等。     

高校健美操教学采用“合作学习”对学生心理调节的实验研究

运用合作学习教学法在大学生健美操课中进行教学实验,分析了采用合作教学法后对大学生心理调节的作用。结果发现,合作学习教学模式比传统教学模式更受大学生的欢迎,能够改善学生的抑郁、焦虑等不良心理状态,增强他们的自信心,最大限度地发挥健美操的特殊教育功能。     

《体育与健康》课程学习评价体系的实证研究

采用文献法、问卷调查法、实验法、数理统计法、比较分析法等,就《体育与健康课程各领域目标学习评价体系对福建省南安市延平中学高一年级进行了为期1年的实证研究。结果表明:学习评价体系的改革促进了学生技术技能的提高,促进了学生体育学业成绩的提高;学生体质健康水平的提高与体育教学内容存在较大的相关性;学习评价体系的改革促进了学生运动参与、情感、合作等非智力因素发展;学习评价体系的改革为家校合作搭建了平台和桥梁。     

Impact of a sustained Cooperative Learning intervention on student motivation

Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective.

Purpose: The main goal was to investigate the impact of a sustained Cooperative Learning intervention on student motivation. The second goal was to assess students’ perceptions of the Cooperative Learning class climate. Finally, the third goal was to explore students’ feelings and thoughts after experiencing Cooperative Learning in physical education for an extended period of time.

Participants and settings: 249 students (grades 8–11) and 4 teachers enrolled in 4 different high schools agreed to participate. Each school administration allocated several class groups to each teacher based on its necessities. Therefore, intact physical education classes played a part in this research project. They were randomly distributed into an experimental group with 137 students (mean age 13.91?±?1.76 years), which experienced 3 consecutive cooperative learning units, and a comparison group with 112 students (mean age 13.41?±?1.25 years), which experienced a traditional teaching approach during the same length of time.

Research design: A pre-test, post-test, quasi-experimental, comparison group design was followed.

Data collection: Prior to and at the end of the intervention programme, all participating students were asked to complete a questionnaire, which included the Perceived Locus of Causality Scale and the subscale ‘Cooperative Learning’ of the Perceived Motivational Climate Questionnaire. At post-test, participants in the experimental group were also asked to: ‘Describe your feelings, your thoughts and your ideas on the three Cooperative Learning units that you just experienced in physical education’.

Data analysis: Quantitative data was analysed using SPSS 22.0, while MAXQDA 11 was used to assist with qualitative data management.

Findings: Quantitative data showed an increase in intrinsic motivation and identified regulation only in the experimental group. This group also increased its perceptions of a Cooperative Learning class climate. Qualitative data analysis of the students’ responses after experiencing Cooperative Learning on a sustained basis produced five major themes: cooperation, relatedness, enjoyment, novelty and disappointment. All these findings are in line with Vallerand's hierarchical model of motivation, where social factors (i.e. Cooperative Learning) influence psychological mediators (i.e. relatedness), which mediate over the different types of motivation (i.e. intrinsic motivation) and finally lead to different outcomes (i.e. enjoyment).

Conclusion: Cooperative Learning applied on a sustained basis can increase the most self-determined types of motivation, intrinsic motivation and identified regulation, in secondary education students. Students’ perceptions after experiencing Cooperative Learning for a long period of time reflected four positive ideas: cooperation, relatedness, enjoyment and novelty and a negative one: disappointment. Both the positive and the negative ideas should be considered when implementing Cooperative Learning in physical education, because students experience them.     

合作学习法在足球选项课中应用的研究

对普通高校足球选项课中运用合作学习法进行研究。研究结果表明：1.合作学习法与传统教学模式相比更有利于学生身体素质及足球技、战术水平的提高;2.合作学习法在教学过程中发挥了学生的学习自主性,适应学生的个体差异,促进了学生之间的交往和社会性的提高,提高了体育教学质量;3.合作学习法提高了学生的学习兴趣,让学生充分的享受了运动的乐趣和积极的情感体验,促进了学生终身体育思想的形成。     

英语课堂讨论中的合作问题及其对策

合作学习可帮助非英语专业大学生学习英语的自主性。但在运用合作学习的教学过程中,会出现各种问题,从而使合作学习流于形式。本文从教师的角度出发,阐述出现的问题及原因,并提出解决问题的相应对策。     

Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education

Research suggests that girls are disengaged in physical education due to the ‘traditional’ way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical education. Furthermore, when cooperative group work has been combined with technology, student engagement with learning is heightened. This article discusses the use of Cooperative Learning and video cameras to bring about a positive change to the learning environment for girls who were identified as being disengaged in physical education. Two classes of adolescent girls were taught an eight-lesson unit of Basketball using Cooperative Learning. Students worked in learning teams, participating in different roles, such as a coach or a camerawoman, to help each other learn and to film video clips of their learning. Data collection included a teacher's reflective journal, post-lesson teacher analysis tool, student interviews and the analysis of learning teams' movies. Inductive analysis and constant comparison was used for data analyses. Findings suggest that the role of the coach and the camerawoman was pivotal to girls' engagement. Some girls only ‘fully’ participated in lessons when learning was within the social and cognitive domains, since they could ‘hide behind the camera’ and were not required to participate physically. We controversially suggest that, in order to engage girls in physical education, we may have to temporarily remove the physical domain of learning (at least for some girls) in order to positively affect their longer term engagement in the subject.     

合作学习对大学生培养质量的促进作用

本研究运用文献资料法,实验法.采用社交行为量表,教学满意度问卷,结合课程评价.对实脸对象进行考察,经研究发现:合作学习能够营造良好的学习氛围,使得学生在活动中获得良好的体验,提高学生的学习兴趣和参与激情;合作学习能有效的培养学生交往的意识;提高交际交往能力;合作学习能够合理利用小组的约束力童克服个别自身的缺点,形成积极...     

分组合作学习法在体育专业网球教学中的价值探析

合作学习是新课改理念下的重要学习方式之一,这是学习方式是未来竞争社会必然的选择和客观需要。在传统体育教学中过度地强调竞争意识而忽略了学生的合作意识的渗透,竞争与合作显得格格不入,从某些方面来看,阻碍了学生合作意识的树立和培养。基于这个现状,对体育专业网球教学过程中分组合作学习法进行了有效探讨。     

合作学习在健美操教学中的应用研究

文章主要对合作学习在健美操教学中的应用进行了研究,主要与常规教学法进行了比较,同时得出了合作学习的作用,以期为相关研究提供帮助。     

应用合作学习教学模式研究大球类对抗项目师生关系和学习动机

合作学习是19世纪早期兴起于美国的一种教学模式,对于大面积的提高学生的学业成绩、合作意识以及合作技巧等有很好的影响,于20世纪70～80年代在美国取得广泛研究和应用。将合作学习教学模式应用于大球对抗项目之中,得出该教学模式在提高学生的学业成绩、师生关系和学习动机方面优于传统教学模式的结论。     

合作学习教学模式在网球教学中的实验研究

合作学习20世纪70年代初兴起于美国,它在改善课堂教学的心理气氛、促进学生非智力品质发展、提高学生的学习成绩等方面实效显著。根据合作学习的理论,对体育院系的学生进行网球技术、理论知识掌握、学习兴趣等方面的实验研究,探讨将前沿教育理论应用到体育教学的实践中,为高校体育课程改革和体育教学理论的发展提供参考。     

Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education

Background: The influence of technology on children’s everyday lives is significant in today’s society, with children described as digital natives and/or the iGeneration. There are also a range of digital technologies available for use in education and a number of pedagogical approaches reported to support technology integration and pupil learning in physical education contexts. The use of technology by practitioners at present, however, is far from omnipresent. Consequently, the mechanisms that can support practitioners to use digital technologies to help pupils learn optimally in physical education requires further attention.

Purpose: The purpose of this study was to explore the barriers and facilitators to purposeful technology integration when using the Cooperative Learning model in physical education.

Research design: Data are presented from an action research project that focussed on how a teacher-researcher used iPads (tablet personal computers) within the Cooperative Learning model to support pupil learning. An athletics (track and field) unit was taught to 2 separate classes (36 pupils in total) using the key features of the Cooperative Learning model. The teacher-researcher used action research as a professional learning mechanism to refine her practice through gathering data from focus groups interviews with pupils, teacher-researcher reflections and a colleague’s observation.

Data analysis: Data analysis was ongoing throughout the athletics units as part of the action research design. Following the unit, data were analysed through inductive analysis and constant comparison and the authors engaged in a peer examination process.

Findings: Unfamiliarity with technology and poor group cooperation were identified as initial barriers to pupil learning when integrating technology. Action research, however, and the process of reflection and collaborative inquiry acted as key facilitators for the teacher-researcher to learn how to use digital technology to support learning.

Conclusion: Findings challenge existing literature which position the ‘digital natives’ or iGeneration of today’s society as competent and able to use digital technologies to learn in formal educational contexts. Moreover, this study shows that selecting a well-defined pedagogical approach that has been previously reported to support technology use, such as Cooperative Learning, will not automatically result in positive learning experiences for pupils. If practitioners are to purposefully integrate digital technologies into physical education and ensure technology can help students to learn optimally, practitioners should engage with a reflexive process of learning, such as action research, to refine and develop their practices.