追加反馈对大学生篮球动作技能学习的影响

采用教学实验、数理统计等方法,探究不同时机和性质的追加反馈对大学生篮球动作技能学习效果的影响。统计结果表明：提供追加反馈对动作技能的学习具有显著影响(P<0.05);追加反馈的时机对被试动作技能学习和保留的影响均不显著(P>0.05);追加反馈的性质对被试动作技能学习和保留的影响均极显著(P<0.01);追加说明性反馈对动作技能学习有显著影响(P<0.05),且末端追加说明性反馈对动作技能学习有极显著影响(P<0.01);末端追加说明性反馈对动作技能保留影响极显著(P<0.01)。在篮球动作技能学习、保留过程中,教师采用说明性反馈的教学效果优于采用描述性反馈的教学效果;当在末端追加说明性反馈时,教学效果更好。     

关于动作技能学习的评价

动作技能的学习是人类学习的三大领域之一,它与认知领域和情感领域的学习相辅相成,互相交织。动作技能的学习是职业技术学校学生的主要学习内容,其地位与重要性是其他类型教育的动作技能学习所无法比拟的。然而,受普通教育的影响,以往的职业技术教育学校通常被认为是传授知识的机构,而非训练技能的场所,因而,以有效教学为目的而进行动作技能学习的研究,自然不像言语学习的研究那样被重视。至于如何测量学生或受训人员的进步,如何判断技能是否获得,即如何对动作技能进行评价的问题,则更少被研究。下面就对动作技能学习评价的标准…     

论运动技能学理论在健美操教学中的运用

运动技能学作为体育动作学习中的一门新兴理论学科,早已应用于各项体育运动的动作学习中。在健美操动作学习中如何适时应用,更有利于学习者更快更好地掌握动作,本文做了较为深入的分析。作者认为动作技能的学习,尤其是健美操技能的学习需要从结构序列等方面着手,更有利于健美操教学任务的完成。     

学习策略对中学生动作技能类视频学习的影响及作用机制

随着互联网技术的快速发展,视频学习被广泛应用于各个领域,动作技能类视频的学习也备受关注。研究基于眼动追踪技术,探究了三种学习策略（想象、动作表现和言语表现）对中学生动作技能类视频学习效果、学习体验、学习判断和视觉注意的影响。结果发现：相比于想象组,动作和言语表现组的动作技评成绩最高、对视频材料的总注视时间最长;动作表现组认知负荷和发球得分更高。进一步中介分析发现,动作表现组通过提高学习判断、言语表现组通过增强学习动力以提高动作技能水平。以上结果表明,动作和言语表现策略不仅使学生获得了更高的动作技评成绩,而且提高了学生对视频内容的注意资源投入。此外,动作表现策略能够提高学习判断、言语表现策略能够增强学习动力以习得更好的动作技能。因此,未来在动作技能类视频学习中,应结合动作表现和言语表现策略以提高其学习效果。     

行为主义心理学理论与健美操动作技能学习的研究

分析了行为主义心理学理论学习观,重新剖视了动作技能的形成过程,明确了健美操的动作特点,详细阐述了行为主义心理学理论学习观在健美操动作技能学习中的重要地位及其合理应用,为提高健美操动作技能的学习效果提供了理论支撑。     

体操动作技能形成原理及应用的探讨

体操动作的训练实际上就是动作技能的训练。通过对体操动作技能形成的神经生理基础及阶段性理论分析，提出在体操动作技能学习中要注意动作的精选，要依据动作技能形成规律，合理安排动作顺序，采用富有针对性的教法手段，促进技能的正迁移，使其达到事半功倍的效果，为体操训练中技能学习提供理论及实践指导。     

网络环境下成人动作技能的学习

成人的职业技能、体育健身及闲暇教育都涉及动作技能学习领域。随着互联网教育资源的日益丰富及开放共享,网络环境作为外部条件能为成人动作技能的学习提供哪些帮助,存在哪些局限,如何有效地利用网络环境促进成人动作技能的学习,已成为重要的研究课题。本文探讨了网络环境下成人动作技能学习的可行性及优势,并分析了相关注意事项。     

网球运动员与大学生爱好者动作模仿能力的差异研究

模仿能力无论在人们日常生活中还是在体育运动的技能学习中,都具有很重要的作用。网球运动近几年在我国高校的普及率逐步增长,深受学生的喜爱。为此将网球运动员和大学生爱好者进行对比实验,就他们在网球动作和一般动作上模仿能力的差异进行研究,探索提升动作模仿能力的有效方法,为广大高校网球教师在指导学生学习时提供参考,从而使网球运动爱好者更好地学习和练习网球。     

浅谈物理实验中动作技能的培养

在中学物理教学中,实验给学生提供了极好的动手机会。教师应在思想上加以重视,了解动作技能学习的特点,在教学中采取适当的措施和方法,实现学生动作技能的培养。1　动作技能学习的特点心理学理论表明,动作技能是一种习得的能力,表现于迅速、精确、流畅和娴熟的身体运动之中。动手技能又称心因运动技能,强调它受内部心理过程控制,动作技能往往与知觉不可分,也有人称为知觉动作技能。动作技能学习一般分为三个阶段。第一阶段为认知阶段,学习者通过指导者的言语讲解或观察别人的动作示范,或从标志每一个局部动作的外部线索,试图“理解”任务及…     

浅谈大学生习武兴趣的培养和激发

培养和激发大学生习武兴趣，不仅可以提高大学生习武积极性，改善武术动作质量，而且有利于促进学生武术技能的形成，提高教师自身素质，采用灵活的教学手段，充分调动学生学习的积极性，主动性是培养和激发大学生习武兴趣的重要方法，在教学中还应稳定和深化大学生的习武兴趣。     

The influence of a gesture-based learning approach on preschoolers’ learning performance,motor skills,and motion behaviors

This study developed a gesture-based learning approach to build a virtual interactive learning environment for preschoolers by combining a gesture-based computing device and a game-based learning model. Using sequential analysis, this study investigated how this approach influenced children’s learning performance, motor skills, and motion behaviors. A quasi-experiment was conducted with 142 kindergarten-level-3 preschoolers. The results showed that the gesture-based learning approach improved the students’ learning performance and motor skills compared with the traditional activity-based learning approach. The main learning pattern showed that the preschoolers controlled their body motion behaviors and movements to learning cognitive knowledge, which achieving a flow state that improved preschoolers’ learning performance and motor skills. In addition, the main motion pattern showed that the preschoolers interacted with the game by coordinating their body movement with the projected human skeleton’s movement, which improved their motor skills.     

Examining the potential of web-based multimedia to support complex fine motor skill learning: An empirical study

Research on the utilization of the Web for complex fine motor skill learning that involves whole body movements is still scarce. The aim of this study was to evaluate the impact of the introduction of a multimedia web-based learning environment, which was targeted at a rhythmic gymnastics routine consisting of eight fine motor skills, into an undergraduate course in a physical education department, as a complementary tool to campus-based instruction. The impact was evaluated in terms of: acquisition of knowledge regarding the routine skills by students, improvement of students’ ability to execute the routine, and students’ responses to the environment. The study followed a pretest/posttest experimental design and involved 76 students randomly split into two groups: The Multimedia Web-based Learning Group (MWLG) students (N?=?38), who attended campus-based instruction on the routine and also used the environment in their own space and time, and the Traditional On-site Instruction Group (TOIG) students (N?=?38), who only attended campus-based instruction. The research data were gathered through student questionnaires and ratings of students’ performances. It was found that the use of the environment as a supplement to campus-based instruction increased the effectiveness of this instruction as regards the cognitive component of motor skill learning (i.e. acquisition of knowledge regarding the routine skills) and was well-accepted by the students, although it did not have any significant contribution to the physical component of motor skill learning (i.e. performance of the routine skills). These findings partially support the future wider adoption of multimedia web-based learning environments within physical education and other academic disciplines that involve complex fine motor skill learning. Relevant implications are discussed.     

In Early Education, Why Teach Handwriting Before Keyboarding?

Legible written communication is essential for students to share knowledge (Rogers and Case-Smith 2002). If students lack proficiency in written communication, their composition skills will suffer, which can affect their self-esteem and grades. Whether or not this proficiency is in handwriting or keyboarding is a question worthy of discussion. In this article the authors define motor learning, examine the overlapping principles of motor learning in handwriting and keyboarding skill development, and discuss the need for fluency. The principles of motor learning indicate that handwriting precedes keyboarding when comparing skills and time needed to gain competency. Also discussed are correlations between handwriting and keyboarding skills and the impact of teacher attitudes toward each. As occupational therapists, the authors’ recommendations are based on the review of literature and evidence their combined with their extensive experience as school-based occupational therapists. Using a school-based consultative model of occupational therapy at the continuing education or university educational level can facilitate the sharing of this knowledge with early childhood education teachers.     

元认知对中学生运动技能学习的影响研究

本文首先对元认知及元认知在体育领域的发展现状进行了阐述,并采用调查法对长春市初中生使用元认知的情况及制定实验方案对体育课上学生运用元认知学习运动技能的成绩情况进行分析,从而得出它对体育运动技能学习的重要性。     

Design‐based research on the use of a tangible user interface for geometry teaching in an inclusive classroom

This design‐based research study was conducted to identify what importance of a tangible user interface (TUI) can add to teaching and learning. Over a 2‐year period, teachers (n = 39) and students (n = 145) participated in the study. The identified problem for investigation was how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts combining cognitive and physical activity. A didactical application was designed during the first iteration and implemented in inclusive classrooms during the second and third iterations. Qualitative research methods were applied. A relationship between diverse students’ needs and geometry concept learning in relation to computer‐supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The study outcomes contributed to the design process of the TUI didactical application and its implementation in inclusive classrooms, and to the body of knowledge in teaching and learning geometry concepts applied for computer‐assisted learning environments supported by TUI.     

表象意识的培养对体操教学效果的影响

在一般体育运动技术的技能课的教学中,应用常规的讲解、示范、练习等教学过程中引入表象练习方法,使之与常规的教学有机地结合,通过教学中对照实验和研究,结果显示表象练习对体操教学具有特殊的作用,表现在能增进对体操动作技术理解和认识,提高学生学习动作技术的效率,便于更快掌握,同时能培养学生学习的兴趣及热情.     

Exploring the effects of integrating the iPad to improve students’ motivation and badminton skills: a WISER model for physical education

Physical education (PE) is an important subject in higher education that specifically targets motor skills in health-enhancing activities. This study aimed to explore how mobile technology could be integrated into a badminton course to enhance learners’ motivation and badminton skills. The experiment was conducted in the university badminton course and a total of 225 college students were involved in this study. The participants were divided into two groups, one who would use technology, the Tablet Course Group (TCG), and the other, the Conventional Course Group (CCG), where conventional face-to-face methods were used. Both qualitative and quantitative approaches were adopted in this study. The results indicate that learning motivation and performance in badminton skills in the TCG were significantly better than those in the CCG. The operation of iPads enabled students to change their holistic views of badminton skill learning and achieve the desired skills at their own pace, and afforded immediate visual feedback on skill learning.     

英语学习结果的分类及其教学设计

文章根据R．M．加涅的研究成果，将学生的英语学习结果分为5种：言语信息、智慧技能、认知策略、动作技能和态度，并分别阐明这五种学习结果的不同特点，据此进行了教学目标、教学方法和教学结果测评的设计。     

Providing opportunities for student self-assessment: the impact on the acquisition of psychomotor skills in occupational therapy students

The Occupational Therapy department at the University of the Witwatersrand in South Africa is responsible for ensuring students achieve psychomotor skill proficiency, as it is an essential component of health care practice. The aim of this study was to determine whether the introduction of opportunities to afford self-evaluation better prepared students for psychomotor skill performance during clinical fieldwork. A quantitative analytical longitudinal design was used with a sample of second-year BSc occupational therapy students from 2007–2010. Self-assessment opportunities were introduced to students in 2009, enabling the comparisons of students’ performance based on Fitts and Posner’s motor skills learning theory. The results indicated that the pre-intervention group demonstrated poor psychomotor skill ability compared to the intervention group, concluding that students require deliberate opportunities to practice self-evaluation skills in their early years of study.