动作发展视角下幼儿韵律性身体活动开展与设计的调查研究
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摘要
采用问卷调查法和专家访谈法,从动作发展的视角分析目前幼儿韵律性身体活动开展和设计中存在的问题与不足,为促进我国幼儿的动作发展水平提供参考。调查表明:韵律性身体活动广泛分布于幼儿体育活动、音乐教学活动和舞蹈活动中。大多数的幼儿园都自主设计韵律性身体活动,且需求量大;教师对活动设计的理念把握得较好,认同在设计活动时应该遵循幼儿的身心发展规律和相关的设计原则,但多数教师在设计实践中不清楚不同年龄幼儿具体的动作发展特征是什么,很难依据幼儿动作发展特征与规律设计韵律性身体活动;教师能够认同"动作"在活动设计时的核心要素地位,但多数教师凭直觉设计活动,不知道具体应该选择哪些动作内容,势必影响幼儿动作发展的效果;教师对自己设计的韵律性身体活动评价不高,感觉自主设计活动较为困难,教师还需要不断提高对幼儿动作发展的认识,补充关于幼儿动作发展的知识,明确幼儿阶段应该学习和掌握的基本动作模式与技能,提高实践操作能力,科学地设计出韵律性身体活动。
This study analyzed the problems and deficiencies in the design and development of rhythmic physical activities from the perspective of motor development by the methods of questionnaire investigation and expert interview,in order to provide reference for promoting children's motor development level in our country.Conclusions:Rhythmic physical activities are wildly distributed in sports activities,music activities and dance activities.Most kindergartens design rhythmic physical activities by themselves; teachers have a good grasp of the concept of activity design,agree that the activity design should follow the laws of children's physical and mental development and related design principles,but most of them are not clear about specific motor development,physiological,psychological development characteristics of young children at different ages,and fail to design rhythmic physical activities from the perspective of motor development; teachers can identify the core position of "action"in activity design,but most of them design activities by intuition,don't know how to choose motors,which will affect the effect of children's motor development; teachers do not have a high evaluation of rhythmic physical activity,and feel difficult to design activities by themselves.Therefore,teachers need to improve the understanding of children's motor development,complete related knowledge,identify basic skill models and techniques,and strengthen practical ability to scientifically design rhythm physical activity.
This study analyzed the problems and deficiencies in the design and development of rhythmic physical activities from the perspective of motor development by the methods of questionnaire investigation and expert interview,in order to provide reference for promoting children's motor development level in our country.Conclusions:Rhythmic physical activities are wildly distributed in sports activities,music activities and dance activities.Most kindergartens design rhythmic physical activities by themselves; teachers have a good grasp of the concept of activity design,agree that the activity design should follow the laws of children's physical and mental development and related design principles,but most of them are not clear about specific motor development,physiological,psychological development characteristics of young children at different ages,and fail to design rhythmic physical activities from the perspective of motor development; teachers can identify the core position of "action"in activity design,but most of them design activities by intuition,don't know how to choose motors,which will affect the effect of children's motor development; teachers do not have a high evaluation of rhythmic physical activity,and feel difficult to design activities by themselves.Therefore,teachers need to improve the understanding of children's motor development,complete related knowledge,identify basic skill models and techniques,and strengthen practical ability to scientifically design rhythm physical activity.
引文
[1]胡名霞.动作控制与动作学习[M].台湾:金名图书有限公司,2009.
[2]Greg Payne,耿培新.人类动作发展概论[M].北京:人民教育出版社,2007.
[3]教育部.3~6岁幼儿学习与发展指南[EB/OL].(2012-10-16)[2016-04-25].http://www.edu.cn/xue qian779/20121016/t20121016856526.shtml.
[4]吴升扣,姜桂萍,刘威彤,等.韵律性身体活动促进3~6岁感觉统合失调幼儿粗大动作发展水平的实证研究[J].天津体育学院学报,2015,30(4):317-320.
[5]Riolama Lorenzo Lasa.Facilitating preschool learning and movement through dance[J].Early Childhood Education Journal,2007,35(1):25-31.
[6]Christine L Williams.Increasing physical activity in preschool:A pliot study to evaluate Animal Trackers[J].Journal of Nutrition Education and Behavior,2009,41(1):47-52.
[7]吴升扣,姜桂萍,李曙刚,等.动作发展视角的韵律性身体活动促进幼儿粗大动作发展水平的实证研究[J].北京体育大学学报,2015,38(11):98-105.
[8]吴升扣,纪仲秋,李曙刚,等.韵律性身体活动改善幼儿侧滑步下肢积分肌电贡献率的研究[J].成都体育学院学报,2016,42(5):23-28.
[9]李淑慧.石家庄市区幼儿基本体操开展的现状及影响因素的分析[D].河北:河北师范大学,2008.
[10]叶瑛,江山.对南京市幼儿基本体操开展现状的调查与分析[J].南京体育学院学报,2004,18(6):125-127.
[11]吴升扣,姜桂萍,龚睿,等.3~6岁幼儿本体感觉能力和粗大动作发展水平的特征及相关性研究[J].体育学刊,2016,23(1):131-134.
[12]幼儿园教育指导纲要(试行)[Z].教基20号,2001:7-20.
[13]谢谨,张秋君,刘李平.论自然体育,阳光体育和终身体育[J].西北医学教育,2009,17(4):670-671.
[14]朱家雄.从皮亚杰到维果茨基:论两位心理学家对学前教育的影响[J].学前教育研究,1999,18(6):21-23.
[15]Elissavet N Rousanoglou,Konstantinos D Boudolos.Rhythmic performance during a whole body movement:Dynamic analysis of force-time curves[J].Human Movement Science,2006,3(25):393-408.
[16]John Micheal Schuna Jr.Physical activity of preschool aged children during childcare:Examination of seasonal changes and an evaluation of a dance-based intervention[D].Dakota State:North Dakota State University of Agriculture,2012.
[17]徐珊珊.婴幼儿诊断性发育量表研究及应用进展[J].中国儿童保健杂志,2010,18(11):859-861.
[18]马庆春,李林.表面肌电图在儿童神经康复医学中的应用现状[J].中国康复理论与实践,2010,16(12):1144-1146.
[19]李蓓蕾,林磊,董奇.儿童精细动作能力的发展与其学业成绩的关系[J].心理学报,2002,34(5):494-499.
[20]董奇,陶沙,Campos JJ.论动作在个体发展早期心理发展中的作用[J].北京师范大学学报(哲学社会版),1997,142(4):48-55.
[21]李静,刁玉翠.3~10岁儿童基本动作技能发展比较研究[J].中国体育科技,2013,49(3):129-132.
[22]吴升扣,姜桂萍.儿童早期动作发展测量的研究进展[J].北京体育大学学报,2014,37(4):81-87.
[23]吴升扣,姜桂萍,张首文.3~6岁幼儿静态平衡能力特征及粗大动作发展水平研究[J].中国运动医学杂志,2014,33(7):651-656.
[24]马鸿韬.健美操运动教程[M].北京:北京体育大学出版社,2007.
[25]卡琳娜.舞蹈创编法[M].郑慧慧,译.上海:上海音乐出版社,2006.
[26]Moore JB.Effects of variability of practice in a movement education program on motor skill performance[J].Perceptual and Motor Skill,1987,52(3):779-784.
[27]Bayazit Betul.The effects of basketball basic skills training on gross motor skills development of female children[J].Journal of Motor Behavior,2015,10(5):648-653.
[2]Greg Payne,耿培新.人类动作发展概论[M].北京:人民教育出版社,2007.
[3]教育部.3~6岁幼儿学习与发展指南[EB/OL].(2012-10-16)[2016-04-25].http://www.edu.cn/xue qian779/20121016/t20121016856526.shtml.
[4]吴升扣,姜桂萍,刘威彤,等.韵律性身体活动促进3~6岁感觉统合失调幼儿粗大动作发展水平的实证研究[J].天津体育学院学报,2015,30(4):317-320.
[5]Riolama Lorenzo Lasa.Facilitating preschool learning and movement through dance[J].Early Childhood Education Journal,2007,35(1):25-31.
[6]Christine L Williams.Increasing physical activity in preschool:A pliot study to evaluate Animal Trackers[J].Journal of Nutrition Education and Behavior,2009,41(1):47-52.
[7]吴升扣,姜桂萍,李曙刚,等.动作发展视角的韵律性身体活动促进幼儿粗大动作发展水平的实证研究[J].北京体育大学学报,2015,38(11):98-105.
[8]吴升扣,纪仲秋,李曙刚,等.韵律性身体活动改善幼儿侧滑步下肢积分肌电贡献率的研究[J].成都体育学院学报,2016,42(5):23-28.
[9]李淑慧.石家庄市区幼儿基本体操开展的现状及影响因素的分析[D].河北:河北师范大学,2008.
[10]叶瑛,江山.对南京市幼儿基本体操开展现状的调查与分析[J].南京体育学院学报,2004,18(6):125-127.
[11]吴升扣,姜桂萍,龚睿,等.3~6岁幼儿本体感觉能力和粗大动作发展水平的特征及相关性研究[J].体育学刊,2016,23(1):131-134.
[12]幼儿园教育指导纲要(试行)[Z].教基20号,2001:7-20.
[13]谢谨,张秋君,刘李平.论自然体育,阳光体育和终身体育[J].西北医学教育,2009,17(4):670-671.
[14]朱家雄.从皮亚杰到维果茨基:论两位心理学家对学前教育的影响[J].学前教育研究,1999,18(6):21-23.
[15]Elissavet N Rousanoglou,Konstantinos D Boudolos.Rhythmic performance during a whole body movement:Dynamic analysis of force-time curves[J].Human Movement Science,2006,3(25):393-408.
[16]John Micheal Schuna Jr.Physical activity of preschool aged children during childcare:Examination of seasonal changes and an evaluation of a dance-based intervention[D].Dakota State:North Dakota State University of Agriculture,2012.
[17]徐珊珊.婴幼儿诊断性发育量表研究及应用进展[J].中国儿童保健杂志,2010,18(11):859-861.
[18]马庆春,李林.表面肌电图在儿童神经康复医学中的应用现状[J].中国康复理论与实践,2010,16(12):1144-1146.
[19]李蓓蕾,林磊,董奇.儿童精细动作能力的发展与其学业成绩的关系[J].心理学报,2002,34(5):494-499.
[20]董奇,陶沙,Campos JJ.论动作在个体发展早期心理发展中的作用[J].北京师范大学学报(哲学社会版),1997,142(4):48-55.
[21]李静,刁玉翠.3~10岁儿童基本动作技能发展比较研究[J].中国体育科技,2013,49(3):129-132.
[22]吴升扣,姜桂萍.儿童早期动作发展测量的研究进展[J].北京体育大学学报,2014,37(4):81-87.
[23]吴升扣,姜桂萍,张首文.3~6岁幼儿静态平衡能力特征及粗大动作发展水平研究[J].中国运动医学杂志,2014,33(7):651-656.
[24]马鸿韬.健美操运动教程[M].北京:北京体育大学出版社,2007.
[25]卡琳娜.舞蹈创编法[M].郑慧慧,译.上海:上海音乐出版社,2006.
[26]Moore JB.Effects of variability of practice in a movement education program on motor skill performance[J].Perceptual and Motor Skill,1987,52(3):779-784.
[27]Bayazit Betul.The effects of basketball basic skills training on gross motor skills development of female children[J].Journal of Motor Behavior,2015,10(5):648-653.