摘要
目的:论文旨在研究项目驱动式教学法在体育学专业运动生理学专业必修课教学中的应用效果。方法:选择运动训练专业作为实验研究对象,采用群体抽样的方法将学生分为实验班和对照班。实验班采取项目驱动式教学法,对运动生理学课程内容进行整合,设计完整的教学项目任务,创建学习情境,组织实施项目并及时对实施效果进行评价与总结,对照班采取传统教学法。通过调查问卷及成绩考核等方法,评价运动生理学课程教学中采用不同教学法的效果。结果:实验班期中、期末考核成绩和实验考核成绩均高于对照班,差别具有统计学意义(P<0.05),针对各考核内容来看,实验班学生的基础知识的识记题目、理解题目、综合分析题目等试题的得分均高于对照班,差别具有显著性统计学意义(P<0.05)。实验班学生在对教学效果、学习兴趣、学习积极性、团结协作与沟通表达能力、组织协调能力,以及发现问题、分析问题和解决问题能力的满意度均高于对照班,也呈显著性统计学意义。结论:在运动训练专业学生的运动生理学课程教学中实施项目驱动式教学法教学效果明显优于对照班,且该方法对于激发学生的学习兴趣、提高积极性,增强团结协作精神,以及培养发现问题、分析问题和解决问题的综合能力具有较好的促进作用。
Objective: The thesis aimed to study the application effect of project-driven teaching methods in the compulsory course teaching of exercise physiology majors in physical education. Method: The experiment selected sports training major as the experimental research object,and the students were divided into experimental class and control class by group sampling method. The experimental class adopted a project-driven teaching method to integrate the content of the sports physiology course,designed a complete teaching project task,created a learning situation,organized the implementation of the project and timely evaluated and summarized the implementation effect. The Control class was adopted in the traditional teaching method. The effects of different teaching methods in the teaching of exercise physiology were evaluated by the questionnaires and performance evaluation methods. Results: The results of the middle and final examinations and the experimental examinations of the experimental class were higher than the control class,and the difference was statistically significant(P < 0. 05). The scores of the basic knowledge,the understanding of the subject,the comprehensive analysis of the subjects of the experimental class were higher than the control class,and the difference was statistically significant(P < 0. 05),according to the content of each assessment. The students in the experimental class were more satisfied with the teaching effect,learning interest,learning enthusiasm,unity and communication and communication ability,organization and coordination ability, and the ability to find problems, analyze problems and solve problems. significance. Conclusion: The implementation of the project-driven teaching method in the sports physiology course teaching of sports training students is obviously better than the control class. This method has a good effect on stimulating students’ interest in learning,improving enthusiasm,enhancing the spirit of solidarity and cooperation,and cultivating the comprehensive ability
作者
屈红林
周世宇
Qu Hong-lin;ZHOU Shi-yu(Physical Culture Institute of Yichun University of Jiangxi Province;Yichun vocational technical college of Jiangxi Province,Yichun 336000,China)
出处
《宜春学院学报》
2019年第6期110-113,共4页
Journal of Yichun University
基金
江西省教育教学改革重点项目:《运动生理学》项目驱动式教学法的研究与实践(JXJG-17-15-3)
江西省教育科学规划课题:基于项目驱动式教学的《运动生理学》创新实践研究(17YB190)
关键词
项目驱动式教学法
运动生理学
体育专业
效果评价
Project-driving teaching method
Exercise Physiology
Major of physical
Impact assessment
