文化课上的微运动对高师学生课堂注意力影响的实验研究
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摘要
以江苏省南通师范高等专科学校2013级学前教育专业1、2、3、4班学生(120人)为研究对象,以微运动为练习手段,对实验班级(1、2班)开展为期两学期的教学实验干预,运用"d2注意力测验量表"分别测验实验前后实验班和对照班的注意力水平,探究微运动对高师学生文化课课堂注意力的影响。结果显示,处于同一注意力水平的实验班经过实验干预,注意力水平与对照班相比呈现显著性差异,多项指标优于对照班。结论:文化课中的微运动能有效提升高师学生的注意力水平,且过程中鼓励学生根据专业特点创编微运动可培养学生的创新能力和提升其对运动的兴趣。
In this study, 120 students from Class 1, 2, 3 and 4 of Preschool Education major of Grade 2013 in Nantong Normal College were selected as the subjects, and brain breaks were used as the means of practice to carry out two-semester teaching experiment intervention in the experimental classes(Class 1 and Class 2). The attention of experimental classes and control classes before and after the experiment was tested with the "d2 Attention Test Scale" to explore the influence of brain breaks on the attention of the students in the cultural courses. As a result, the experimental classes with the same level of attention showed significant differences compared with the control classes after experimental intervention, and many indicators were better than the control classes. Conclusion: brain breaks in culture classes can effectively improve the attention level of normal college students; and encouraging them to create brain breaks according to their professional characteristics can cultivate the students' innovative ability and enhance their interest in sports.
In this study, 120 students from Class 1, 2, 3 and 4 of Preschool Education major of Grade 2013 in Nantong Normal College were selected as the subjects, and brain breaks were used as the means of practice to carry out two-semester teaching experiment intervention in the experimental classes(Class 1 and Class 2). The attention of experimental classes and control classes before and after the experiment was tested with the "d2 Attention Test Scale" to explore the influence of brain breaks on the attention of the students in the cultural courses. As a result, the experimental classes with the same level of attention showed significant differences compared with the control classes after experimental intervention, and many indicators were better than the control classes. Conclusion: brain breaks in culture classes can effectively improve the attention level of normal college students; and encouraging them to create brain breaks according to their professional characteristics can cultivate the students' innovative ability and enhance their interest in sports.
引文
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