情感因素溶入体育舞蹈教学的实践探讨

目录 中文摘要 ABSTRACT 1 前言 1.1 选题依据 1.2 研究目的与意义 1.2.1 研究目的 1.2.2 研究意义 1.3 研究任务 1.4 文献综述 1.4.1 相关概念的界定 1.4.2 有关情感教学的国内外研究现状 1.4.3 有关对学生实施情感教学领域的研究概述 1.4.4 有关在教学中发挥情感重要作
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  目录
  
  中文摘要
  
  ABSTRACT
  
  1 前言
  
  1.1 选题依据
  
  1.2 研究目的与意义
  
  1.2.1 研究目的
  
  1.2.2 研究意义
  
  1.3 研究任务
  
  1.4 文献综述
  
  1.4.1 相关概念的界定
  
  1.4.2 有关情感教学的国内外研究现状
  
  1.4.3 有关对学生实施情感教学领域的研究概述
  
  1.4.4 有关在教学中发挥情感重要作用的研究概述
  
  2. 研究对象与方法
  
  2.1 研究对象
  
  2.2 研究方法
  
  2.2.1 文献资料法
  
  2.2.2 心理测量法
  
  2.2.3 访谈法
  
  2.2.4 对比分析法
  
  2.2.5 数理统计法
  
  3. 研究结果与分析
  
  3.1 情感因素溶入体育舞蹈教学的理论分析
  
  3.1.1 情感因素的类别
  
  3.1.2 学习者的个别情感因素
  
  3.1.3 教学主体之间的情感因素
  
  3.2 体育舞蹈教学中学生感知教师情感投入的测量结果分析
  
  3.2.1 体育舞蹈教学中教师对学生情感投入量表的维度结构图
  
  3.2.2 体育舞蹈教学中教师对学生情感投入的情况分析
  
  3.2.3 教师情感投入与学生的性别、生源地、专业成绩等方面的差异分析
  
  3.3 情感因素溶入体育舞蹈教学的调查分析
  
  3.3.1 体育舞蹈专业教师的基本情况分析
  
  3.3.2 情感因素溶入体育舞蹈教学的主体任务
  
  3.3.3 情感因素溶入体育舞蹈教学的影响因素
  
  3.3.4 情感因素溶入体育舞蹈教学的优势与不足
  
  3.3.5 情感因素溶入体育舞蹈教学应遵循的原则及其方法
  
  4 结论与建议
  
  4.1 结论
  
  4.2 建议
  
  参考文献
  
  致谢


  中文摘要
  
  21 世纪我国对人才素质的培养提出了更高的要求,现代教育理论理论也明确提出要促进学生的全面发展。近些年来,无论是教师还是研究者都强调了情感因素在全面发展中所起到的作用,虽然对情感与认知方面给予关注,然而大量调查研究材料表明,学校的体育教学中技能和理论知识的教学仍占据主流,情感教学在某种程度上仍得不到重视。体育舞蹈作为体育表演专业引入高校的时间并不长,但其作为教学主体的一部分,由于其自身具有 10 支的不同舞种风格舞蹈的多样性和需要男女来搭伴完成的特殊性,且现今的体育舞蹈专业的学生大多是独生子女,个性强,不爱学习,难管教,大多数老师都感同身受。因此,“以情优教”在整个体育舞蹈教学中就显得尤为重要了。“以情优教”一言概之即用情感来优化教学,本文想尝试从情感的理论意义入手,探讨在体育舞蹈教学中影响情感教学的因素,旨在探索实施情感教学的策略和优化教学效果的正确途径。
  
  本研究运用文献资料、心理测量、专家访谈、对比分析、数理统计等研究方法,对北京市体育院校体育舞蹈专业应用情感教学的情况进行了调查与分析,研究结果分析表明:在体育舞蹈专业课教学的过程中,情感教学并没有得到广大教师和学生足够深入的认识,现阶段体育舞蹈专业课教学仍是以技能和理论教学为主,且情感教学在体育舞蹈专业课教学中尚未形成一个科学的体系。据测量结果表明:教师在某种程度上施加情感因素教学给予学生情感上的支持,对学生的学习成绩有显着的影响,基于以上研究结果,得出以下结论:体育舞蹈专业教师在以后的教学中应加重亲近和鼓励学生方面的倾斜度;教师情感投入的大小与学生专业成绩的好坏成正相关,吻合“以情优教”;体育舞蹈专业教师的学历、职称层次在一定程度上制约了北京市体育院校体育舞蹈专业学科的发展;现阶段体育舞蹈专业的课堂教学中情感教学尚未形成一个完整的体系且教学环境实不容乐观。建议教育及相关部门配对相关情感教学相应的教材,在加深广大师生对情感教学认知程度的同时,形成配套的实施情感教学的科学体系。
  
  关键词:以情优教;情感教学;体育舞蹈

  
  ABSTRACT
  
  Our country put forward higher requirements on the cultivation of the talent quality inthe 21st century, the modern education theory also puts forward to promote the profoundstudents development explicitly. Recent years, both teachers and researchers haveemphasized the emotional factors plays a role in comprehensive development whileattention to emotional and cognitive aspect. Therefore, according to a large number ofinvestigation materials which shows that the school sports teaching skills and theoreticalknowledge of teaching still occupy the mainstream .To some extent emotional education isneglected due to various reasons. Sports dance introduced in universities as sportsperformance specialty just few years ago, but as a part of the teaching subject, and also ithas 10 different dance styles, in addition the particularity of dance and diversity needs menand women to travel together to complete. What's more, current sports dance students aremostly single children with strong personality; who shows no interesting of learning,difficult to discipline. Most teachers have empathy. Therefore, “enhance teaching byaffection” play a significant role in the whole sports dance teaching. “Enhance teaching byaffection” emphasis the emotional factors in the process of teaching, trying to use thepositive effect of emotions, to improve and prefect the teaching goal, and to optimize theteaching effect. By studying the emotional theoretical significance, this article aims toexplore the factors influencing emotional teaching in sports dance teaching, aims toexplore the emotion teaching strategies and the right way of optimizing the teaching effect.
  
  By using literature, questionnaire, expert interview, comparative analysis,mathematical statistics and other research methods, this article investigated and analyzedthe teaching by affection in sports dance specialty of the Beijing sports colleges anduniversities. The results analysis shows that, in the process of sports dance coursesteaching, emotion teaching has not get enough in-depth understanding for students andteachers. At present, skill and theory are also the main part of teaching in sports dancespecialty. Meanwhile, emotional teaching in specialized courses in sports dance teachinghas not yet formed a scientific system. The survey results show that applying emotionalfactors of teaching to some extent to give students emotional support, which havesignificant effect on students' academic performance.
  
  Based on the above research results, , draw the following conclusions: shouldaggravate inclination close and encourage students to aspects of the teachers' professionalsports dance teaching in the future; the size of teachers emotional investment and students'professional quality of results as positive correlation, consistent “optimize teaching withemotion”; teachers' professional sports dance education, Title level restricts thedevelopment of Beijing sports college sports dance professional subjects in a certain extent;the present emotions in classroom teaching of sports dance in the stage of professionalteaching has not yet formed a complete system and teaching environment is notoptimistic.Education and related sectors should provide corresponding teaching materialsand deepen the cognition degree teaching between teachers and students to establish acomplete and scientific system to implement the emotional teaching.
  
  Key words: enhance teaching by affection; emotional teaching; sports dance返回本篇论文导航
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