4.“领会—双分”教学模式应用于排球普修进攻战术教学时，通过作用于影响团体凝聚力形成因素——小组的任务与目标、小组结构稳定性、角色认知和成员的满足感与情感、小组内部合作与竞争，能够提高团体的群体凝聚力，培养学生的合作精神和竞争意识，增强学生交际能力，促进学生个性的社会化发展。
关键词：“领会—双分”教学模式； 排球普修； 进攻战术； 实证研究
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Abstract
Current Educational Reform in Chinese Universities in the \， individualized，\all students to develop the potential of students， promote student subjectivity， all-round development of students health， psychological and cultural levels. In this new situation on the drawbacks of traditional teaching model stand out， ignoring the student's innate genetic， physical， skills， and psychological differences， can not meet the different needs of students is bound to affect student learning motivation and the quality of teaching is inconsistent with the quality requirements of modern educational reform. In a variety of advanced teaching thinking， thinking under the influence of sports， sports and academics on college physical education pedagogy and the teaching model of active exploration， to a certain extent， for the reform and development of physical education has laid a theoretical and empirical basis. However， due to differences in student groups are increasing， and by the impact of traditional teaching theories and teaching conditions， physical education is still inadequate， unable to meet the different needs of the students can not bring students to truly experience what they have learned to bring the project's success.
In this study， Wuhan Institute of Physical Education Physical Education students as experimental object， the integrated use of literature， expert interviews， questionnaire survey method， logical analysis， experimental method and mathematical statistics， and other methods， based on the current status quo of teaching volleyball， volleyball basic tactics characteristics and the structure and composition of the actual situation of students and so on， in the detailed analysis of the various teachings on the basis of model features， will understand the teaching methods and the introduction of pairs of sub-model of teaching the basic technical and tactical instruction in volleyball， integrated model of function and characteristics of various teachings， to design a set of multi-method functions in one of the optimal combination of rational and effective teaching tactics， and the use of tactical teaching Volleyball revised in order to explore the tactics of the teaching model in volleyball attack tactics to implement the teaching effectiveness， to enhance the teaching volleyball tactics quality to provide a more effective means of teaching reference volleyball tactics.
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Through teaching experiments to validate the \of - pairs of points\teaching model in Volleyball repair offensive tactics in the Teaching of practical value and theoretical analysis of the experimental results， the results showed that:
1.\—Double division\revised teaching， through the development of understanding of the teaching objectives， two points in operating procedures and organizational strategy can effectively cultivate students tactical awareness， and raise their theoretical level， to identify knowledge and practical ability， to enhance technical and tactical proficiency of students to further enhance the level of the students competition.
2.\—Double division\teaching mode used in offensive tactics general volleyball course teaching can promote student self-efficacy and enhance our students to participate in sports motivation and self-confidence. The major impact of self-efficacy self-efficacy from the effects of factors - the success of the experience， alternative experiences， verbal and social persuasion and physiological and emotional state to effect. 3.\—Double division\teaching mode used in offensive tactics general volleyball course teaching， student motivation by acting on the impact of the major factors - physical and psychological needs， learning goal-setting， can effectively develop students interest in learning， to mobilize the initiative of students at different levels and enthusiasm to help improve the quality of teaching will help students go on this campaign a long time to develop students life-long exercise habits.
4. \Understanding—Double division\offensive tactics general volleyball course teaching by acting on the factors affecting the formation of group cohesion - the Panel's mandate and objectives， the Sub-structural stability， the role of cognitive and members of satisfaction with the feelings， cooperation and competition within the group can improve community cohesion groups， to develop students awareness of the spirit of cooperation and competition， enhance communication ability of students to promote the socialization of student's personality development.
Keywords: \—Double division\teaching mode;General volleyball course; Offensives tactics;Proof Study
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目 录
1绪论 ......................................................................................................................................... 1
1.1选题依据 ....................................................................................................................................... 1 1.2领会教学的应用现状 ................................................................................................................ 2
1.2.1国外研究现状 ................................................................................................... 2 1.2.2 国内研究现状 .................................................................................................. 3 1.3双分教学在球类教学中的应用现状 ..................................................................................... 3 1.4研究目的及意义 ......................................................................................................................... 4 2研究对象和研究方法 ............................................................................................................. 5
2.1研究对象 ....................................................................................................................................... 5 2.2研究方法 ....................................................................................................................................... 5
2.2.1文献资料研究法 ............................................................................................... 5 2.2.2专家访谈法 ....................................................................................................... 5 2.2.3问卷调查法 ....................................................................................................... 5 2.2.4教学实验法 ....................................................................................................... 6 2.2.5数理统计法 ....................................................................................................... 7 2.2.6逻辑推理法 ....................................................................................................... 7
3 “领会—双分”教学模式的构建 ............................................................................................. 9
3.1体育教学模式的定义 ................................................................................................................ 9 3.2本教学模式的教学指导思想 ................................................................................................ 10 3.3本教学模式教学目标构建的理论依据 .............................................................................. 10
3.3.1本模式选择领会教学理论中教学目标的理论依据 ..................................... 10 3.3.2“领会—双分”模式与传统教学模式教学目标的对比 .................................. 12 3.3.3“领会”学习目标在本教学模式中的运用 ...................................................... 12 3.4本教学模式教学程序操作和组织策略构建的理论基础 .............................................. 13
3.4.1本模式选择“领会” 程序操作理论依据 ....................................................... 13 3.4.2本模式选择“双分”组织策略理论依据 ......................................................... 14 3.4.3“双分”学习组织策略在本模式中运用 .......................................................... 15 3.4.4“领会—双分”教学模式与传统体育教学模式教学操作和组织策略的对比
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3.5评价 .............................................................................................................................................. 18
3.5.1诊断性评价 ..................................................................................................... 18 3.5.2形成性评价 ..................................................................................................... 18 3.5.3终结性评价 ..................................................................................................... 18 3.6“领会—双分”教学模式的设计流程图 ................................................................................ 19 4研究结果与分析 ................................................................................................................... 21
4.1实验前测结果与分析 .............................................................................................................. 21 4.2实验后的结果与分析 .............................................................................................................. 25
4.2.1“领会—双分”模式用于排球普修进攻战术教学对学生战术意识的影响 .. 25 4.2.2“领会—双分”模式用于排球战术教学对学生理论知识水平的影响 .......... 29 4.2.3“领会—双分”模式用于排球进攻战术教学对学生认知实践能力的影响 .. 30 4.2.4“领会—双分”模式用于排球普修进攻战术教学对学生运动技能的影响 .. 32 4.2.5“领会—双分”模式用于普修排球进攻战术教学对学生自我效能的影响 .. 33
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4.2.6“领会—双分”模式用于排球进攻战术教学对学生运动动机的影响 .......... 37 4.2.7“领会—双分”模式用于排球普修进攻战术对学生群体凝聚力的影响 ...... 40 4.2.8实验后对实验组学生进行问卷调查的统计、结果与分析 ......................... 44
5结论 ....................................................................................................................................... 45 参考文献 .................................................................................................................................. 46 致 谢 ...................................................................................................................................... 52 附 件 ...................................................................................................................................... 53
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