低年級(jí)小學(xué)生體育課堂管理問(wèn)題研究
發(fā)布時(shí)間：2018-10-14 12:20
【摘要】：體育課堂管理是學(xué)校體育教學(xué)活動(dòng)的重要構(gòu)成部分,體育課堂管理效果的好與壞,不僅對(duì)課堂教學(xué)活動(dòng)的效率有直接的影響,而且也會(huì)影響學(xué)生的身心健康發(fā)展。從現(xiàn)實(shí)研究來(lái)看,國(guó)內(nèi)關(guān)于低年級(jí)小學(xué)生體育課堂管理的研究比較缺乏,大多數(shù)的研究都是借鑒前人的經(jīng)驗(yàn),仍然停留在傳統(tǒng)的以控制為主的管理階段,沒(méi)有形成科學(xué)實(shí)用的體育課堂管理方法。因此,本文的研究旨在為小學(xué)低年級(jí)體育教師更好的進(jìn)行課堂管理,實(shí)現(xiàn)有效教學(xué)提供實(shí)踐方法指導(dǎo)。本文采用了文獻(xiàn)資料法、問(wèn)卷調(diào)查法、行動(dòng)研究法、觀察法探索低年級(jí)小學(xué)生體育課堂管理的理論與實(shí)用方法。本文對(duì)低年級(jí)小學(xué)生體育課堂管理的目標(biāo)、意義、原則等方面進(jìn)行了論述,通過(guò)對(duì)小學(xué)低年級(jí)體育教師進(jìn)行問(wèn)卷調(diào)查,對(duì)低年級(jí)體育課堂進(jìn)行觀察,了解小學(xué)低年級(jí)體育課堂管理的現(xiàn)狀,主要對(duì)小學(xué)低年級(jí)體育課堂管理的類(lèi)型、內(nèi)容、方法、特點(diǎn)、存在的問(wèn)題以及小學(xué)生體育課堂問(wèn)題行為等方面進(jìn)行了分析與研究,構(gòu)建了低年級(jí)小學(xué)生體育課堂管理實(shí)用方法,并通過(guò)行動(dòng)研究實(shí)踐證明方法的可行性與有效性,為幫助小學(xué)低年級(jí)體育教師更好的進(jìn)行體育課堂管理提供實(shí)踐方法指導(dǎo)。本文的研究結(jié)論如下:第一,通過(guò)現(xiàn)狀調(diào)查,可以看出,低年級(jí)小學(xué)生體育課堂管理類(lèi)型主要有民主型和專(zhuān)制型兩大類(lèi),民主型的教師略多于專(zhuān)制型。管理內(nèi)容上,大部分教師忽視了對(duì)學(xué)生課堂認(rèn)知與行為習(xí)慣的培養(yǎng)以及對(duì)“特殊”學(xué)生的管理。管理的特點(diǎn)是,課堂管理以教師為主導(dǎo),學(xué)生自我管理較少;在管理目標(biāo)上注重課堂紀(jì)律的維持與學(xué)生技能的掌握;在管理行為上注重糾正學(xué)生的課堂問(wèn)題行為。課堂管理存在的問(wèn)題主要是管理目標(biāo)設(shè)置不明確,管理內(nèi)容不全面,管理方法較單一。第二,通過(guò)三個(gè)階段的行動(dòng)研究實(shí)踐及課堂觀察,證明“低年級(jí)小學(xué)生體育課堂管理實(shí)用方法”能夠有效地幫助小學(xué)低年級(jí)體育教師進(jìn)行課堂管理,提高體育課有效教學(xué)。但是,行動(dòng)研究方案的設(shè)計(jì)缺乏具體的方法運(yùn)用,在設(shè)計(jì)中沒(méi)有考慮到不同種類(lèi)的方法與課堂教學(xué)內(nèi)容的結(jié)合,以及在不同教學(xué)環(huán)節(jié)中的應(yīng)用與實(shí)施,也忽視了低年級(jí)小學(xué)生的學(xué)習(xí)興趣與學(xué)習(xí)動(dòng)機(jī)。第三,針對(duì)低年級(jí)小學(xué)生體育課堂管理存在的問(wèn)題,以及行動(dòng)研究的結(jié)果,提出了低年級(jí)小學(xué)生體育課堂管理的策略:(1)管理過(guò)程中要采用一些實(shí)用的管理方法;(2)積極培養(yǎng)學(xué)生正確的課堂認(rèn)知與良好的行為習(xí)慣;(3)教師要正確處理好體育課“動(dòng)”與“靜”的關(guān)系;(4)要加強(qiáng)對(duì)“特殊”學(xué)生的教育與管理。
[Abstract]:Physical education classroom management is an important part of school physical education teaching activities. The good and bad effects of physical education classroom management not only have a direct impact on the efficiency of classroom teaching activities, but also affect the development of students' physical and mental health. From the point of view of reality, there is a lack of research on physical education classroom management of junior primary school students in our country. Most of the studies are based on the experience of predecessors, and still stay in the traditional management stage, which is dominated by control. There is no scientific and practical method of PE classroom management. Therefore, the purpose of this study is to provide practical guidance for the lower grade PE teachers to better carry out classroom management and realize effective teaching. In this paper, the methods of literature, questionnaire, action research and observation are used to explore the theory and practical methods of physical education classroom management for junior primary school students. In this paper, the goal, significance and principle of PE classroom management of junior primary school students are discussed. Through the questionnaire survey of the PE teachers in the lower grade of primary school, the author observes the PE classroom in the lower grade. To understand the present situation of physical education classroom management in the lower grade of primary school, this paper mainly analyzes and studies the types, contents, methods, characteristics, existing problems and the behavior of the elementary school students' physical education classroom problems, etc. The practical method of physical education classroom management for junior primary school students is constructed, and the feasibility and effectiveness of the method are proved through the practice of action research, which provides practical guidance for the help of physical education teachers in the lower grade of primary school to better carry out physical education classroom management. The conclusions of this paper are as follows: first, through the investigation of the present situation, we can see that there are two main types of PE classroom management in junior primary school students: democracy and autocracy, and democratic teachers are a little more than autocratic. In terms of management content, most teachers neglect the cultivation of students' classroom cognition and behavior habits, as well as the management of "special" students. The characteristics of management are that classroom management is dominated by teachers and students have less self-management; they pay attention to the maintenance of classroom discipline and the mastery of students' skills in the management goal; pay attention to correcting students' classroom problem behavior in management behavior. The main problems of classroom management are that the management objective is not clear, the management content is not comprehensive, and the management method is single. Secondly, through the practice of three stages of action research and classroom observation, it is proved that the practical method of physical education classroom management in the lower grade pupils can effectively help the PE teachers in the lower grade to carry out classroom management and improve the effective teaching of physical education. However, the design of action research programs lacks of specific methods, and does not take into account the combination of different kinds of methods and classroom teaching contents, as well as the application and implementation in different teaching links. It also ignores the learning interest and motivation of the lower grade pupils. Third, aiming at the problems existing in the management of physical education classroom for junior primary school students, as well as the results of the action research, The strategies of PE classroom management for junior primary school students are put forward: (1) some practical management methods should be adopted in the management process; (2) students' correct classroom cognition and good behavior habits should be actively cultivated; (3) teachers should deal with PE class correctly. (4) to strengthen the education and management of "special" students.
【學(xué)位授予單位】：首都體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.8
本文編號(hào)：2270433
[Abstract]:Physical education classroom management is an important part of school physical education teaching activities. The good and bad effects of physical education classroom management not only have a direct impact on the efficiency of classroom teaching activities, but also affect the development of students' physical and mental health. From the point of view of reality, there is a lack of research on physical education classroom management of junior primary school students in our country. Most of the studies are based on the experience of predecessors, and still stay in the traditional management stage, which is dominated by control. There is no scientific and practical method of PE classroom management. Therefore, the purpose of this study is to provide practical guidance for the lower grade PE teachers to better carry out classroom management and realize effective teaching. In this paper, the methods of literature, questionnaire, action research and observation are used to explore the theory and practical methods of physical education classroom management for junior primary school students. In this paper, the goal, significance and principle of PE classroom management of junior primary school students are discussed. Through the questionnaire survey of the PE teachers in the lower grade of primary school, the author observes the PE classroom in the lower grade. To understand the present situation of physical education classroom management in the lower grade of primary school, this paper mainly analyzes and studies the types, contents, methods, characteristics, existing problems and the behavior of the elementary school students' physical education classroom problems, etc. The practical method of physical education classroom management for junior primary school students is constructed, and the feasibility and effectiveness of the method are proved through the practice of action research, which provides practical guidance for the help of physical education teachers in the lower grade of primary school to better carry out physical education classroom management. The conclusions of this paper are as follows: first, through the investigation of the present situation, we can see that there are two main types of PE classroom management in junior primary school students: democracy and autocracy, and democratic teachers are a little more than autocratic. In terms of management content, most teachers neglect the cultivation of students' classroom cognition and behavior habits, as well as the management of "special" students. The characteristics of management are that classroom management is dominated by teachers and students have less self-management; they pay attention to the maintenance of classroom discipline and the mastery of students' skills in the management goal; pay attention to correcting students' classroom problem behavior in management behavior. The main problems of classroom management are that the management objective is not clear, the management content is not comprehensive, and the management method is single. Secondly, through the practice of three stages of action research and classroom observation, it is proved that the practical method of physical education classroom management in the lower grade pupils can effectively help the PE teachers in the lower grade to carry out classroom management and improve the effective teaching of physical education. However, the design of action research programs lacks of specific methods, and does not take into account the combination of different kinds of methods and classroom teaching contents, as well as the application and implementation in different teaching links. It also ignores the learning interest and motivation of the lower grade pupils. Third, aiming at the problems existing in the management of physical education classroom for junior primary school students, as well as the results of the action research, The strategies of PE classroom management for junior primary school students are put forward: (1) some practical management methods should be adopted in the management process; (2) students' correct classroom cognition and good behavior habits should be actively cultivated; (3) teachers should deal with PE class correctly. (4) to strengthen the education and management of "special" students.
【學(xué)位授予單位】：首都體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.8
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 王虹;;淺析體育課堂管理[J];當(dāng)代體育科技;2014年28期
2 伊魯波;;有效體育課堂管理略論[J];搏擊(體育論壇);2013年11期
3 曹建英;;“破窗理論”對(duì)小學(xué)低年級(jí)體育課堂管理的有效策略研究[J];教育教學(xué)論壇;2013年01期
4 董連斌;張華;;體育課堂管理的技巧[J];文體用品與科技;2012年05期
5 徐鳳琴;;對(duì)加強(qiáng)體育課堂管理的探討[J];體育師友;2011年02期
6 張怡梅;;體育課堂教學(xué)管理中的SOP[J];科教導(dǎo)刊(中旬刊);2011年01期
7 馬炳光;;淺析中美師生關(guān)系特點(diǎn)之差異[J];中共濟(jì)南市委黨校學(xué)報(bào);2008年01期
8 丁凌;;試論中美課堂非言語(yǔ)交際及其文化差異[J];咸陽(yáng)師范學(xué)院學(xué)報(bào);2007年06期
9 楊洪輝;盧玲玲;;體育新課程改革中的課堂管理探究[J];教育與職業(yè);2006年32期
10 陳時(shí)見(jiàn);課堂管理:意義與變革[J];教育科學(xué)研究;2003年06期
，本文編號(hào)：2270433
本文鏈接：http://www.wukwdryxk.cn/jiaoyulunwen/xiaoxuejiaoyu/2270433.html
最近更新
教材專(zhuān)著
