《高校乒乓球选修课技术教学中“掌握学习”应用研究》由会员分享，可在线阅读，更多相关《高校乒乓球选修课技术教学中“掌握学习”应用研究（61页珍藏版）》请在金锄头文库上搜索。
1、武汉体育学院硕士学位论文高校乒乓球选修课技术教学中“掌握学习”的应用研究姓名：张振亚申请学位级别：硕士专业：体育教育训练学指导教师：汪杰20100301I 摘 要 自班级授课制实施以来，统一的教学内容、教学方法与学生们不同的知识背景、意志品质、性格差异等之间一直存在着不可调和的矛盾。近几年来，高校的迅猛扩招政策使得这种矛盾徒然升级，而高校体育教学作为高校教育的一个重要组成部分在这方面也显得更为突出。一个亟待解决的问题摆在广大高校体育教师面前: 即教师的教学如何展开才能适应不同学生之间不同的体能与运动技能，从而更好的完成体育教学活动。如何在集体教学的组织形式下兼顾学生的个别差异，如何在现有的条件
2、下取得更好的教学效果，成为当今教学中一个不可避免的话题。 “掌握学习”教学模式是由美国教育心理学家 B.S.布卢姆提出的，它是以“人人都能学习”这一理念为基础，以能力倾向各有差异的学生组成的集体为背景，以形成性评价为主要手段，辅之以经常性、及时性的一些反馈并提供个别化的辅导，从而使所有学生都能达到预定学习目标的一种教学方法。文章概述了在乒乓球技术教学中运用“掌握学习”教学模式的方法，详细分析了它在乒乓球教学中的可行性、有效性，拟为乒乓球教学提供一种新的思路和理论依据。 本文运用了文献资料法、专家咨询法、数理统计法、问卷调查法和教学实验法五种研究方法，通过对教学目标的制定，教学评价的实施，教学反
3、馈的调节以及教师对学生所抱有的真诚的期望，在“人人都能学习”的这个理念的支撑下，圆满地完成了“掌握学习”教学模式在乒乓球教学中的实验研究。实验结束后，对实验班和对照班实验数据的进行分析，得出以下几条结论: 1在乒乓球普修课技术教学中实施 “掌握学习”教学模式教学，其学生的技能掌握情况普遍优于常规教学模式； 2 “掌握学习”教学模式的实施使学生在学习兴趣、学习成绩、学习动机以及自信效能等非智力因素较实验前都有很大提高； 3 “掌握学习”教学模式教学目标的层次性，能够激发学生追求更高目标的学习动机，发挥学生的内在潜能，提高绝大部分学生特别是中、差等生的学习成绩和学习积极性； 4 “掌握学习”教学模
4、式教学中诊断性评价、形成性评价、总结性评价的结合，为学生的学习、掌握以及教师的再教学提供了强有力的保障，特别是形成性评价的实施，使得教学过程中出现的问题能够立即呈现在师生面前，从而能够及时且有针对性的实施“反馈矫正”措施，由此，对教学进行了及时的补救，减少学生学习误差的积累。 关键词：乒乓球；掌握学习；教学模式；教学目标 II Abstract Irreconcilable contradictions between the unified teaching content and method and students different knowledge background, wil
5、l and characters, have existed since the implement of classes. And because of the expansion of colleges and universities in recent years, this problem getting worse and worse. As an important part in secondary education, physical education also has the same kind of problem. Right now some problems t
6、hat need urgent solution are before physical education teacher in colleges and universities: What kind of teaching method can adapt to students different standard of physical or skill ability so as to finish P.E. more effective? How to form a collective organization of teaching students to take into
7、 account individual differences, how achieved under the existing conditions of teaching, better teaching effect, become the teaching of an unavoidable topic. “Mastery Learning“ teaching model is BS Bloom educational psychologists from the United States made it to “everyone learning“ concept as the b
8、asis, the ability of students tend to vary the composition of the collective as the background to the primary means of formative evaluation, supplemented by regular and timely feedback and provide some individualized counseling, so all students can achieve the intended learning objectives of a teach
9、ing method. This paper discusses table tennis techniques in the teaching of “Mastery Learning“ method of teaching model to study its feasibility in the table tennis teaching, validity, intended to provide a table tennis teaching new ideas and theoretical basis. In this paper, the literature, expert
10、consultation method, mathematical statistics, questionnaire survey method and the teaching experiment five kinds of research methods, teaching goals through the formulation of the implementation of teaching evaluation, teaching feedback regulation, as well as teachers have students the sincere hope
11、that, in the “everyone can learn“ the support of this idea, the successful completion of the “mastery learning“ teaching model in table tennis teaching experiments. After the experiment, through the experimental classes and control classes comparison of experimental data obtained here the following
12、conclusions: 1. Common Course in table tennis technology to implement the teaching of “Mastery Learning“ teaching mode of teaching the skills of their students to grasp the situation generally superior to conventional teaching mode； 2. “Mastery Learning“ Teaching model into practice so that students
13、 interested in learning, learning achievement, learning motivation and self-efficacy and other non-intelligence factors are much higher than before the experiment； 3. “Mastery Learning“ teaching model teaching objectives of the hierarchy, can stimulate students to pursue higher goals motivation to l
14、earn to play the inherent potential of students to raise the majority of the students, especially, the poor students learning outcomes and learning initiatives； 4. The combination of diagnostic evaluation, formative evaluation and summarized evaluation in “Mastery Learning“ teaching model has provid
15、ed security for the students to learn, master and the re-education of teachers provides a strong protection, especially in the implementation of formative evaluation, making teaching immediately to questions arising in the process presented in front of teachers and students, enabling timely and targ
16、eted implementation of the “feedback - corrective“ measures of teaching for a timely remedy to reduce the III accumulation of errors students. Keywords: Table tennis；mastery learning；teaching model；teaching goal 原创性声明原创性声明 本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。 论文作者签名： 日期： 年 月 日 学位论文使用授权说明学位论文使用授权说明 本学位论文作者完全了解学校有关保留、 使用学位论文
