再论视觉表象和听觉表象在健美操运动技能学习中的应用
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摘要
随着教学改革的不断深入,研究和探讨体育教学方法已成为当前体育教学改革中的一项重要内容,心理学这一应用学科越来越受大家重视,运用表象训练提高运动成绩已在运动心理学中被广泛应用,在以往研究的基础上,本研究主要着重视觉表象与听觉表象应用研究并尝试将其加入到健美操的教学实验中,验证其两种表象训练分别在健美操运动技能学习不同阶段的有效性。
本研究采用文献阅读法、专家访谈法、数理统计法和教学实验法等方法,以苏州农业职业技术学院2009级健美操选项班的三个自然班为研究对象,探索总结了关于视觉表象训练和听觉表象训练的相关理论,并系统总结了国内外的研究现状,阐述了在健美操运动技能学习中三个班表象训练教学的实施过程。通过32学时的教学实验,对三班的实验结果进行研究与分析,并得出以下结论:
1、在健美操动作技能学习前期,视觉表象训练实验班的平均成绩明显高于传统教学方法实验班的平均成绩,视觉表象训练的应用有助于学生的技能学习。
2、在健美操动作技能学习后期,听觉表象训练实验班的平均成绩明显高于传统教学方法实验班的平均成绩,听觉表象训练的应用有助于学生的技能学习。
3、技能学习后期加入听觉表象训练实验班的最终平均成绩好于技能学习前期加入视觉表象训练实验班的最终平均成绩,运动技能学习过程中存在潜在学习的现象,并且听觉表象作用大于视觉表象。
With the deepening of the teaching reform, research and explore the physical teaching methods, physical education reform has become an important element in the psychology of this applied sciences are increasingly valued by everyone, The use of imagery training to improve athletic performance has been widely used in sports psychology, In previous studies, based on this study focused primarily on the visual appearance and hearing appearances and try to add the sports aerobics teaching experiment, verify the two kinds of imagery training aerobics, respectively at different stages of motor skill learning effectiveness.
In this study, literature, expert interviews and mathematical statistics method and the teaching experiment and other methods to Suzhou Agricultural Vocational and Technical College 2009 Aerobics classes three natural classes as the object of study, explore and sum up on the visual appearance of Training and auditory imagery training of relevant theories, and systematically summed up the study of the status quo at home and abroad, set out in the aerobics movement skill learning in the three classes of imagery training teaching process of implementation. Through 32 hours of educational experiments and experimental results on the three classes conduct research and analysis, and reached the following conclusions.
1、Aerobics in learning technology early action and visual imagery training in the experimental class grade point average was significantly higher than traditional teaching methods in the experimental class grade point average, the application of visual imagery training help students to learn the skills.
2、In motor skill learning aerobics review, the consolidation of the late movement, auditory imagery training in the experimental class grade point average was significantly higher than traditional teaching methods in the experimental class grade point average, the application of auditory imagery training help students learn the skills.
3、Skills to join the latter part of the learning process auditory imagery training in the experimental class the final grade point average better than the pre-learning skills training in the experimental class to join the visual appearance of the final grade point average, motor skill learning process to study the phenomenon of potential, and the role of auditory than visual appearance appearance.
本研究采用文献阅读法、专家访谈法、数理统计法和教学实验法等方法,以苏州农业职业技术学院2009级健美操选项班的三个自然班为研究对象,探索总结了关于视觉表象训练和听觉表象训练的相关理论,并系统总结了国内外的研究现状,阐述了在健美操运动技能学习中三个班表象训练教学的实施过程。通过32学时的教学实验,对三班的实验结果进行研究与分析,并得出以下结论:
1、在健美操动作技能学习前期,视觉表象训练实验班的平均成绩明显高于传统教学方法实验班的平均成绩,视觉表象训练的应用有助于学生的技能学习。
2、在健美操动作技能学习后期,听觉表象训练实验班的平均成绩明显高于传统教学方法实验班的平均成绩,听觉表象训练的应用有助于学生的技能学习。
3、技能学习后期加入听觉表象训练实验班的最终平均成绩好于技能学习前期加入视觉表象训练实验班的最终平均成绩,运动技能学习过程中存在潜在学习的现象,并且听觉表象作用大于视觉表象。
With the deepening of the teaching reform, research and explore the physical teaching methods, physical education reform has become an important element in the psychology of this applied sciences are increasingly valued by everyone, The use of imagery training to improve athletic performance has been widely used in sports psychology, In previous studies, based on this study focused primarily on the visual appearance and hearing appearances and try to add the sports aerobics teaching experiment, verify the two kinds of imagery training aerobics, respectively at different stages of motor skill learning effectiveness.
In this study, literature, expert interviews and mathematical statistics method and the teaching experiment and other methods to Suzhou Agricultural Vocational and Technical College 2009 Aerobics classes three natural classes as the object of study, explore and sum up on the visual appearance of Training and auditory imagery training of relevant theories, and systematically summed up the study of the status quo at home and abroad, set out in the aerobics movement skill learning in the three classes of imagery training teaching process of implementation. Through 32 hours of educational experiments and experimental results on the three classes conduct research and analysis, and reached the following conclusions.
1、Aerobics in learning technology early action and visual imagery training in the experimental class grade point average was significantly higher than traditional teaching methods in the experimental class grade point average, the application of visual imagery training help students to learn the skills.
2、In motor skill learning aerobics review, the consolidation of the late movement, auditory imagery training in the experimental class grade point average was significantly higher than traditional teaching methods in the experimental class grade point average, the application of auditory imagery training help students learn the skills.
3、Skills to join the latter part of the learning process auditory imagery training in the experimental class the final grade point average better than the pre-learning skills training in the experimental class to join the visual appearance of the final grade point average, motor skill learning process to study the phenomenon of potential, and the role of auditory than visual appearance appearance.
引文
[1]祝蓓里.心理训练效果理论解释[J ] .天津体育学院学报,1996 ,11(1) :43 - 44.
[2]黄希庭,张力为,毛志雄.运动心理学[M].上海:华东师范大学出版社,2003.
[3]黄希庭.心理学导论[M].北京:人民教育出版社,1995.210～212.
[4]宋晓蕾.视觉表象产生两半球的加工特点[J].陕西师范大学学报.2008(5).
[5]李瑛.视觉表象建构及表象扫描的眼动特征[M].陕西师范大学学报.2008(5).
[6]殷小川,薛祖梅.表象在运动技能形成中的作用及研究存在的问题[J].首都体育学院学报,2005,17(5):51一53.
[7]伊斯雷尔·谢弗勒.人类的潜能--一项教育哲学的研究[M].石中英,涂元玲,译.上海:华东师范大学出版社,2006:15.
[8]曲宗湖,王启明,韩宏莉.体育与心理潜能开发[M].北京:人民体育出版社,2004.
[9] Abma,Cherie L.et al.Differences in imagery content and imagery ability between high and ow confident track and field athletes.Journal of Applied sport psychology,2002,14:67-75.
[10] Meyers,A.W.,Schleser,R.A(1980).A cognitive behavioral intervention for improving basketball performance.Journal of Sport Psychology,69-73.
[11]Harris D V,Robinson W J.The effects of skill level on EMG activity during internal and external imagery[J].Journal of Sport Psychology,1986(8).
[12] Weinberg.R.S.Hankes.D&Jackon.A.Effect of the length and temporal location of the mental preparation interval on basketball shooting performance.International Journal of Sport Psychology,1991,22,3-14.
[13] Suinn,R.M,Mental practice in sport psychology:where have we been,where do we go Clinical psychology:science and practice,1997,4,189-207.
[14]CalleryP,MorriseT.ImagerytrainingandthePerformaneeofaskillinelitesPort[J]. ProeeedingsoftheworldeongressofSPortPsychology,ISSP.1993:648一651.
[15]Copperc,MoranA.DoesmentalPracticeimProvePeiformanee[J].JournaloAPPliedPsychology,1994,79:481一492.
[16]Brents.Rushall,Louris G.Lippman.The Role of Imagery in Physical Performance[J]. Journal of Sport Psychology,1998(29).
[17]丁雪琴.运动心理训练与评价[M].北京:文津出版社,1997.90～95.
[18]颜军.中学生体育学习焦虑控制的研究[J].体育与科学,1995,2:34～36.
[19]王振亚.表象训练法在投篮技术教学中的应用[J].武汉体育学院学报.2004(4).
[20]朱国栋.表象训练应用于健美操成套动作教学的实验研究[J].湖北体育科技,2004(23). [21]张力为.现代运动心理学研究综述[J]心理学报,1995,4:20-24.
[22]徐和庆,赵趋,颜成春.表象训练对提高投篮命中率和防止消退的影响[J].体育学刊.2006(2).
[23]李宏,朱晓武.表象训练理论在排球教学中的运用[J].安徽体育科技,1999(4).
[24]房杰.表象训练法在乒乓球教学中的运用[J].南京体育学院学报.2002(3).
[25]陈根福.表象训练法运用于武术套路教学的实验研究[J].南京体育学院学报,2001(15).
[26]罗海燕.配乐和表象训练教学法在武术教学中的应用[J].上海体育学院学报.2004(5).
[27]刘忠国,王力群,刘常春,刘伯强,刘海婴,王明时.视觉前脉冲抑制在中长期诱发电位上的特性表现[J].中国生物医学工程学报.2006(4).
[28]曾凡.运动技能水平与视觉表象能力关系的实验研究[J].广州体育学院学报.2000(1).
[29]陆美琳.强化视觉表象提高示范效果—山羊分腿腾越教法探讨[J].体育与科学.1996(6).
[30]赵鹤鸣,王永琦,陈雪勤.听觉模型反演方法及其应用[J].苏州大学电子信息学院,2004(4).
[31]管扬勇.音乐听觉表象与音乐教学—读赞科夫《教学与发展》的一点体会[J].教学与发展.1998(6).
[32]刘彦明,孙迎武.音乐表象在音乐学习中的作用[J].继续教育研究。2001(3).
[33]刘智强.音乐记忆的心理表象思考[J].安庆师范学院学报.2006(5).
[34]于庆霞.视觉表象和听觉表象在健美操技能学习中的应用[J].苏州大学学报.2006(5).
[35]顾瑜琦,胡佩诚.实验心理学[M].中国医药科技出版社.2005(5).
[36]宋丽波.表象研究新进展及其思考[J].教育探索,2002,138:75一76.
[37]丁俊武,周志俊,任杰.内隐学习理论的研究进展及其对体育教学的启示[J].北京体育大学学报,2002(6):816-817.).
[38]杨治良.实验心理学[M].浙江教育出版社.2002(4).
[39]Ammons RB,Farr RG. Longer-term retention of perceptual-motor skills [J]. Journal of experimental psychology,1958(55):318-328.
[40]刘星亮,罗飞虹,张金春,周蔷.体育测量与评价[M].北京体育大学出版社.2006(8).
[41]石岩,赵阳.体育心理实验设计[M].北京体育大学出版社.2007(3).
[42]李捷.运动技能形成自组织理论的建构及其实证研究[M].北京体育大学出版社.2006(5).
[43]Robert L.Solso,M.Kimberly Maclin.实验心理学—通过实例入门[M].张奇等译.北京:中国轻工业出版社,2004(9).
[2]黄希庭,张力为,毛志雄.运动心理学[M].上海:华东师范大学出版社,2003.
[3]黄希庭.心理学导论[M].北京:人民教育出版社,1995.210～212.
[4]宋晓蕾.视觉表象产生两半球的加工特点[J].陕西师范大学学报.2008(5).
[5]李瑛.视觉表象建构及表象扫描的眼动特征[M].陕西师范大学学报.2008(5).
[6]殷小川,薛祖梅.表象在运动技能形成中的作用及研究存在的问题[J].首都体育学院学报,2005,17(5):51一53.
[7]伊斯雷尔·谢弗勒.人类的潜能--一项教育哲学的研究[M].石中英,涂元玲,译.上海:华东师范大学出版社,2006:15.
[8]曲宗湖,王启明,韩宏莉.体育与心理潜能开发[M].北京:人民体育出版社,2004.
[9] Abma,Cherie L.et al.Differences in imagery content and imagery ability between high and ow confident track and field athletes.Journal of Applied sport psychology,2002,14:67-75.
[10] Meyers,A.W.,Schleser,R.A(1980).A cognitive behavioral intervention for improving basketball performance.Journal of Sport Psychology,69-73.
[11]Harris D V,Robinson W J.The effects of skill level on EMG activity during internal and external imagery[J].Journal of Sport Psychology,1986(8).
[12] Weinberg.R.S.Hankes.D&Jackon.A.Effect of the length and temporal location of the mental preparation interval on basketball shooting performance.International Journal of Sport Psychology,1991,22,3-14.
[13] Suinn,R.M,Mental practice in sport psychology:where have we been,where do we go Clinical psychology:science and practice,1997,4,189-207.
[14]CalleryP,MorriseT.ImagerytrainingandthePerformaneeofaskillinelitesPort[J]. ProeeedingsoftheworldeongressofSPortPsychology,ISSP.1993:648一651.
[15]Copperc,MoranA.DoesmentalPracticeimProvePeiformanee[J].JournaloAPPliedPsychology,1994,79:481一492.
[16]Brents.Rushall,Louris G.Lippman.The Role of Imagery in Physical Performance[J]. Journal of Sport Psychology,1998(29).
[17]丁雪琴.运动心理训练与评价[M].北京:文津出版社,1997.90～95.
[18]颜军.中学生体育学习焦虑控制的研究[J].体育与科学,1995,2:34～36.
[19]王振亚.表象训练法在投篮技术教学中的应用[J].武汉体育学院学报.2004(4).
[20]朱国栋.表象训练应用于健美操成套动作教学的实验研究[J].湖北体育科技,2004(23). [21]张力为.现代运动心理学研究综述[J]心理学报,1995,4:20-24.
[22]徐和庆,赵趋,颜成春.表象训练对提高投篮命中率和防止消退的影响[J].体育学刊.2006(2).
[23]李宏,朱晓武.表象训练理论在排球教学中的运用[J].安徽体育科技,1999(4).
[24]房杰.表象训练法在乒乓球教学中的运用[J].南京体育学院学报.2002(3).
[25]陈根福.表象训练法运用于武术套路教学的实验研究[J].南京体育学院学报,2001(15).
[26]罗海燕.配乐和表象训练教学法在武术教学中的应用[J].上海体育学院学报.2004(5).
[27]刘忠国,王力群,刘常春,刘伯强,刘海婴,王明时.视觉前脉冲抑制在中长期诱发电位上的特性表现[J].中国生物医学工程学报.2006(4).
[28]曾凡.运动技能水平与视觉表象能力关系的实验研究[J].广州体育学院学报.2000(1).
[29]陆美琳.强化视觉表象提高示范效果—山羊分腿腾越教法探讨[J].体育与科学.1996(6).
[30]赵鹤鸣,王永琦,陈雪勤.听觉模型反演方法及其应用[J].苏州大学电子信息学院,2004(4).
[31]管扬勇.音乐听觉表象与音乐教学—读赞科夫《教学与发展》的一点体会[J].教学与发展.1998(6).
[32]刘彦明,孙迎武.音乐表象在音乐学习中的作用[J].继续教育研究。2001(3).
[33]刘智强.音乐记忆的心理表象思考[J].安庆师范学院学报.2006(5).
[34]于庆霞.视觉表象和听觉表象在健美操技能学习中的应用[J].苏州大学学报.2006(5).
[35]顾瑜琦,胡佩诚.实验心理学[M].中国医药科技出版社.2005(5).
[36]宋丽波.表象研究新进展及其思考[J].教育探索,2002,138:75一76.
[37]丁俊武,周志俊,任杰.内隐学习理论的研究进展及其对体育教学的启示[J].北京体育大学学报,2002(6):816-817.).
[38]杨治良.实验心理学[M].浙江教育出版社.2002(4).
[39]Ammons RB,Farr RG. Longer-term retention of perceptual-motor skills [J]. Journal of experimental psychology,1958(55):318-328.
[40]刘星亮,罗飞虹,张金春,周蔷.体育测量与评价[M].北京体育大学出版社.2006(8).
[41]石岩,赵阳.体育心理实验设计[M].北京体育大学出版社.2007(3).
[42]李捷.运动技能形成自组织理论的建构及其实证研究[M].北京体育大学出版社.2006(5).
[43]Robert L.Solso,M.Kimberly Maclin.实验心理学—通过实例入门[M].张奇等译.北京:中国轻工业出版社,2004(9).