分层教学在小学毽球课的实验分析-experimental analysis of stratified teaching in shuttlecock class in primary school.docx

摘要在小学体育教学过程中，有效的运用分层教学，因材施教是近年来教育体制 改革过程中一种新的教学模式。分层教学已经在高中和高校体育教学中得到应 用，且举得良好的教学成效，分层教学是一种合理、有效的教学方法。传统体 育教学方式存在不能发挥学生主动性、不能满足所有学生发展等缺陷，实施分 层教学显得尤为必要。毽球项目作为一种拥有悠久历史的民族体育项目，目前毽球运动的教学仍然 是以技术教学为主的模式，而教学内容只涉及基本知识、技术和技能，无法体 现教学中的人文性，因此，在小学毽球课中探索一种有效、可行的教学方法， 能够适合不同层次学生的学习，激发他们对毽球项目的兴趣，转变他们对毽球 单一、简单的认识，为奠定他们终身运动的理念打下坚实的基础。因此，本研 究采用教学实验法等方法探索分层教学在小学毽球课中实施的可行性和必要 性。研究结果显示，实施分层教学后，实验组学生的身体素质指标均得到显著提 高，单脚垫球、左右脚垫球和开球成功率均得到显著提升，战术水平也显著提 升，这表明分层教学在小学毽球课中是有效的。通过分层教学，使小学毽球教 学具有优越性，有利于面向全体学生，发挥学生的主体作用，而且有助于树立 学生终身学习的理念。因此，通过本研究，建议小学毽球课中实施分层教学模 式，尽可能提升所有学生的运动技能和水平，促进学生身心健康发展。关键词：分层教学；毽球；教学模式；IABSTRACTIn the process of the elementary school sports teaching, effective use of hierarchical teaching and according to their aptitude is the process of reform of education system in recent years .The new teaching mode layered teaching has been applied in the high school and college sports teaching, and it works well. It turns out that layered teaching is a kind of reasonable and effective teaching method. Conversely, traditional sports teaching method cannot satisfy all the students. Therefore , carrying out hierarchical teaching is necessary.As a kind of national sports with a long history, the shuttlecock movement is still predominantly technique teaching of teaching mode, teaching content and technique involves only the basic knowledge and skills, cant embody the humanity of teaching, therefore, in the elementary school years to explore an effective and feasible method of teaching in class, can suitable for different levels of students learning, arouse their interest in shuttlecock project, change their understanding of shuttlecock single is simple, to lay the lay a solid foundation for their lifelong sports idea, therefore, this study adopts the method of teaching experiment and exploration methods, such as hierarchical teaching in primary schools shuttlecock the feasibility and necessity of implementation in class.Research results show that the hierarchical teaching, the experimental gr