TBL+PBL教学模式在羽毛球选修课中的应用
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摘要
目的采用TBL+PBL教学模式对羽毛球教学进行了改革和探索研究,以改变传统的教学模式。方法采用实验法、问卷调查法、访谈法、数理统计法等研究方法,选取40名学生,分为两组采用不同的教学模式授课,将实验组和对照组学生从身体素质,羽毛球技术,自主意识、合作意识方面进行分析对比。结果实验组学生在羽毛球技术、自主意识、合作意识方面与对照组学生呈显著差异(p<0.05),但在身体素质无显著差异,并且学生对该教学模式较为满意。结论 PBL+TBL教学模式可有效提高学生的羽毛球技术水平、自主学习能力水平和团队合作精神,在高校逐步改变传统教学模式、推广TBL+PBL教学模式。
Objective To reform and explore badminton teaching with TBL + PBL teaching mode in order to change the traditional teaching mode. Methods 40 students were selected by experiment, questionnaire, interview and mathematical statistics. They were divided into two groups and taught in different teaching modes. The students in the experimental group and the control group were analyzed and compared in terms of physical fitness, badminton technology, self-determination and cooperation consciousness. Results There were significant differences between the experimental group and the control group in badminton skills, autonomy and cooperation consciousness(p<0.05), but there was no significant difference in physical fitness, and the students were satisfied with the teaching mode. Conclusion PBL + TBL teaching mode can effectively improve students' badminton skills, self-learning ability and team spirit,gradually change the traditional teaching mode and promote TBL+PBL teaching mode in universities.
Objective To reform and explore badminton teaching with TBL + PBL teaching mode in order to change the traditional teaching mode. Methods 40 students were selected by experiment, questionnaire, interview and mathematical statistics. They were divided into two groups and taught in different teaching modes. The students in the experimental group and the control group were analyzed and compared in terms of physical fitness, badminton technology, self-determination and cooperation consciousness. Results There were significant differences between the experimental group and the control group in badminton skills, autonomy and cooperation consciousness(p<0.05), but there was no significant difference in physical fitness, and the students were satisfied with the teaching mode. Conclusion PBL + TBL teaching mode can effectively improve students' badminton skills, self-learning ability and team spirit,gradually change the traditional teaching mode and promote TBL+PBL teaching mode in universities.
引文
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[2]熊建利,孙平,张纪亮,等.《实验动物学》的教学方法探讨[J].畜牧与饲料科学,2011,32(1):24-25.
[3]蔡少君,彭湘红,赵东.PBL+TBL教学模式在高分子材料与工程专业综合实验中的应用[J].江汉大学学报(自然科学版),2018,46(1):55-57.
[4]宗智慧,沈婧祎,潘晴晴,等.PBL与TBL相结合的有机化学实验教学模式探索[J].河南教育学院学报(自然科学版),2017,26(2):65-67.
[5]闫炳才,丁玉强.羽毛球的起源发展及运动技巧探究——评《羽毛球入门》[J].教育理论与实践,2015,35(29):65.
[6]田子彬.新乡市高校公共体育羽毛球课教学现状与对策研究[D].广西师范大学,2017.
[7]肖杰.羽毛球运动理论与实践[M].北京:人民体育出版社,2011.
[8]刘萍萍.我国羽毛球竞技后备人才培养研究[D].北京体育大学,2016:17.
[9]王先亮.大学生自主学习的评价研究—东南大学个案[D].南京:东南大学,2006.
[10]许国彬,黄秀娟.大学生心理测查与行为指导[M].北京:科学出版社,2012.