摘要
合作学习教学模式是在群体动力理论指导下,目前已开发出的比较成熟的教学模式,被人们誉为“近十几年来最重要和最成功的教学改革”之一。本文采用了文献研究、教学实验、问卷调查、专家访谈等多种方法,对合作学习教学模式的“理论依据”、“教学目标”、“教学程序”、“教学环境”和“教学评价”等方面进行了深入细致的研究,归纳出了合作学习教学模式的两大优势:即先进的教学观、差生转化的优势研究,从理论上证明了合作学习教学模式应用于高师体育教育专业足球教学中的可行性和优势:通过教学实验反应出合作学习教学模式比传统教学模式更有利于学生理论水平、技术技能和观察分析等能力的提高,对学生的同伴关系(接纳度、被接纳度)和学习兴趣有很大的促进作用,且可以大幅度的提高学生所学习知识的记忆保持量;通过对实验班学生进行问卷调查的结果可以看出,合作学习教学模式应用于高师体育教育教育专业足球教学中可以达到预定的教学目标,并且有利于学生自学能力,合作能力和创新意识的培养,其评价体系也得到了实验班学生的充分肯定。因此,合作学习教学模式不但适用于高师体育教育专业足球教学,而且为其它术科教学模式的改革提供了有益的参考。
Co-study teaching pattern instructed by the group-motive theory is the comparatively mature teaching pattern which has been developed so far .It has been honoured as "one of the most important and successful teaching reform " .By means of literature research, teaching experiment questionnaire, experts interview, etc. this paper makes an incisive and detailed research on the " theoretical basis, teaching aim, teaching procedure, teaching environment and teaching evaluation." of the co-study teaching pattern. The two major advantages of co-study teaching pattern (the advanced teaching conception as well as the study of the transformation of the low-grades) are thus induced. Theoretically it proves the feasibility and advantage of the application of co-study teaching pattern to the football teaching in Normal physical majors. From the teaching experiment, we come to realize that the co-study teaching pattern is superior to the traditional one in enhancing the trainee's theoretical level ,skill and their ability of observation and analysis. Furthermore, this kind of pattern contributes a lot to the trainee's companionship (accepting degree and accepted degree) as well as their study interest; and considerably enhances the trainee's memorizing ability. From the result of the questionnaire to the experiment students. We can reach a conclusion that the application of the co-study teaching pattern to the football teaching in college physical majors can help to achieve the anticipated teaching aim and benefits a lot to the development of the students' self-education, cooperation and sense of innovation. Positive remarks have been giver to this pattern by the experiment students. Therefore the co-study teaching pattern not only applies to the football teaching in college physical majors, but also provides valuable reference to other academic teaching pattern's reform.
引文
[1] 川姚方.《八十年代国内教改中教学模式的概括研究》.四川师范学院学报,1994.3。
[2] 美涛中、美、日、前民主德国上小学体育教学模式的比较研究.天津学院学报,1994.1。
[3] 张洪潭.体育教学模式之研究,1996.2。
[4] 毛振明.体育教学科学化探索.高等教育出版社,1996.6。
[5] 同[2]
[6] 钟启泉编译.现代教学论发展.教育科学出版社,1998。
[7] 同[6]
[8] 冯克诚主编.实用课堂教学模式与方法改革全书.中央编译出版社,1994。
[9] 同[8]
[10] 杨楠.体育教学模式与主体教学浅论.北京体育师范学院学报,2000.3
[11] 同[10]
[12] 张大军.教学心理学.北京师范大学出版社,2000.7
[13] 同[12]
[14] 陈琦.等当代教育心理学.北京师范大学出版社,1998.4。
[15] 同[14]
[16] 王坦.试论合作教学的理论基础.山东教育科研,1995.5。
[17] 王坦.合作学习评述.山东教育科研,1997.2。
[18] 李秉德.教学论.人民出版社,1991.9。
[19] 同[18]
[20] 朱智贤.心理学大词典.北京师范大学出版社,1989。
[21] 同[20]
[22] 田慧生.教学环境论.江西教育出版社,1996.12。
[23][24][25][26] 同[22]
[27] 何无抏.建构主义——革新传统教学的理论基础.电化教育研究,1997.3。
[28] 黄甫全.王本陆.现代教学论学程.教育科学出版社,1998.12。
[29] 同[28]
[30] 吴文侃.比较教学论.人民教育出版社,1993.3
[31][32][33][34] 同[30]。
[35] 周国韬.成就动机的概念.测量与培养.教育科学,1989.4。
1. 吴也显.教学模式研究法.教学研究.教育科学出版社,1992.1。
2. 吴志超.现代教学论与体育教学.北京:人民出版社,1993.6。
3. 阎忠厚.五种教学模式在体育教学中的理论与实践探讨.全国五市区研究会论文汇编,1996.10。
4. 毛振明.体育教学模式论.体育教学,1998.5.5。
5. 钟启泉译.现代教学论发展.北京:教学科学出版社,1988.2
6. 王占喜.合作学习中的心理效应探究.山东教育科研,1997.2。
7. 石中英等.素质教育.教育科学出版社,1999.5
8. 唐晓杰等.课堂教学与学习成效评价.广西教育出版社,2000.6。
9. 田慧生.教学环境论.江西教育出版社,1996.12。
10. 程继扬.创造性教学通论.吉林出版社,1999.10。
11. 李杰凯.体育教学原理与教学模式.辽宁教育出版社,1995.10。
12. 方展画.非智力因素的影响机制.教育研究,1988.4。
13. 苏霍姆林斯基.给教师的建议.教育科学出版社,1984.4。
14. 巴班斯基.论教学过程最优化.教育科学出版社,1987.5。
15. 吴也显.教学论新编.教育科学出版社,1991.8
16. 布卢姆.布卢姆掌握学习论文集.福建教育出版社,1986.3
17. 林荣德.发展心理学.人民教育出版社,1995.4。
18. 郑日昌.心理测量.湖南教育出版社,1987.6
19. 沈德立.心理发展与教育.人民教育出版社,1995.4。