"引导—互助—探讨"教学模式对大学生体育学习效果的多因素实证研究
A Multifactor Empirical Study on the Effects of the "Guidance-Assistance-Discussion" Teaching and Learning Model on Physical Education Outcomes of College Students
孙文玲 1王力锋 1孙文树2
作者信息
- 1. 中国矿业大学徐海学院,江苏 徐州 221000
- 2. 安徽科技学院体育教学部,安徽 凤阳 2331000
- 折叠
摘要
目的:探讨"引导—互助—探讨"教学模式对大学生体育学习效果的影响.方法:运用随机数字表法选取实验组和对照组,采用教学模式×项目×性别的三因素实验设计,发现"引导—互助—探讨"模式对大学生体育学习效果的影响情况.结果:(1)"引导—互助—探讨"模式能够有效提高大学生体质健康水平、体育学习兴趣、体育课成绩以及合作创新能力,与传统模式存在显著差异.(2)在体育学习兴趣方面,教学模式具有主效应,项目和性别不具有主效应.(3)在体育课、体质健康水平测试成绩和合作能力方面,模式、项目均具有主效应,性别不具有主效应.(4)在体育课成绩指标中,项目与性别存在交互作用.
Abstract
OBJECTIVE:This study aims to investigate the impact of the"Guidance-Assistance-Discussion"teaching model on the learning outcomes of college students in physical education.METHOD:The experimental and control groups were selected using a randomized numerical table method,and a three-factor experimental design of teaching model×project×gender was employed to explore the influence of the"Guidance-Assistance-Discussion"model on college students'physical education learning outcomes.RESULTS:(1)The"Guidance-Assistance-Discussion"model effectively improves college students'physical fitness level,interest in physical education,physical education grades,and cooperative innovation ability,showing significant differences compared to the traditional model.(2)The teaching model has a main effect on interest in physical education,while project and gender do not have a main effect.(3)Both the teaching model and project have a main effect on physical education grades,physical fitness level test scores,and cooperative ability,while gender does not have a main effect.(4)There is an interaction effect between project and gender in terms of physical education grades.
关键词
"引导—互助—探讨"模式/学习兴趣/合作能力Key words
"guidance-assistance-discussion" model/learning interest/cooperative ability引用本文复制引用
出版年
2024
NETL
NSTL
万方数据