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    1. 情感因素溶入體育舞蹈教學的實踐探討

      目錄 中文摘要 ABSTRACT 1 前言 1.1 選題依據 1.2 研究目的與意義 1.2.1 研究目的 1.2.2 研究意義 1.3 研究任務 1.4 文獻綜述 1.4.1 相關概念的界定 1.4.2 有關情感教學的國內外研究現狀 1.4.3 有關對學生實施情感教學領域的研究概述 1.4.4 有關在教學中發揮情感重要作
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        目錄
        
        中文摘要
        
        ABSTRACT
        
        1 前言
        
        1.1 選題依據
        
        1.2 研究目的與意義
        
        1.2.1 研究目的
        
        1.2.2 研究意義
        
        1.3 研究任務
        
        1.4 文獻綜述
        
        1.4.1 相關概念的界定
        
        1.4.2 有關情感教學的國內外研究現狀
        
        1.4.3 有關對學生實施情感教學領域的研究概述
        
        1.4.4 有關在教學中發揮情感重要作用的研究概述
        
        2. 研究對象與方法
        
        2.1 研究對象
        
        2.2 研究方法
        
        2.2.1 文獻資料法
        
        2.2.2 心理測量法
        
        2.2.3 訪談法
        
        2.2.4 對比分析法
        
        2.2.5 數理統計法
        
        3. 研究結果與分析
        
        3.1 情感因素溶入體育舞蹈教學的理論分析
        
        3.1.1 情感因素的類別
        
        3.1.2 學習者的個別情感因素
        
        3.1.3 教學主體之間的情感因素
        
        3.2 體育舞蹈教學中學生感知教師情感投入的測量結果分析
        
        3.2.1 體育舞蹈教學中教師對學生情感投入量表的維度結構圖
        
        3.2.2 體育舞蹈教學中教師對學生情感投入的情況分析
        
        3.2.3 教師情感投入與學生的性別、生源地、專業成績等方面的差異分析
        
        3.3 情感因素溶入體育舞蹈教學的調查分析
        
        3.3.1 體育舞蹈專業教師的基本情況分析
        
        3.3.2 情感因素溶入體育舞蹈教學的主體任務
        
        3.3.3 情感因素溶入體育舞蹈教學的影響因素
        
        3.3.4 情感因素溶入體育舞蹈教學的優勢與不足
        
        3.3.5 情感因素溶入體育舞蹈教學應遵循的原則及其方法
        
        4 結論與建議
        
        4.1 結論
        
        4.2 建議
        
        參考文獻
        
        致謝


        中文摘要
        
        21 世紀我國對人才素質的培養提出了更高的要求,現代教育理論理論也明確提出要促進學生的全面發展。近些年來,無論是教師還是研究者都強調了情感因素在全面發展中所起到的作用,雖然對情感與認知方面給予關注,然而大量調查研究材料表明,學校的體育教學中技能和理論知識的教學仍占據主流,情感教學在某種程度上仍得不到重視。體育舞蹈作為體育表演專業引入高校的時間并不長,但其作為教學主體的一部分,由于其自身具有 10 支的不同舞種風格舞蹈的多樣性和需要男女來搭伴完成的特殊性,且現今的體育舞蹈專業的學生大多是獨生子女,個性強,不愛學習,難管教,大多數老師都感同身受。因此,“以情優教”在整個體育舞蹈教學中就顯得尤為重要了。“以情優教”一言概之即用情感來優化教學,本文想嘗試從情感的理論意義入手,探討在體育舞蹈教學中影響情感教學的因素,旨在探索實施情感教學的策略和優化教學效果的正確途徑。
        
        本研究運用文獻資料、心理測量、專家訪談、對比分析、數理統計等研究方法,對北京市體育院校體育舞蹈專業應用情感教學的情況進行了調查與分析,研究結果分析表明:在體育舞蹈專業課教學的過程中,情感教學并沒有得到廣大教師和學生足夠深入的認識,現階段體育舞蹈專業課教學仍是以技能和理論教學為主,且情感教學在體育舞蹈專業課教學中尚未形成一個科學的體系。據測量結果表明:教師在某種程度上施加情感因素教學給予學生情感上的支持,對學生的學習成績有顯著的影響,基于以上研究結果,得出以下結論:體育舞蹈專業教師在以后的教學中應加重親近和鼓勵學生方面的傾斜度;教師情感投入的大小與學生專業成績的好壞成正相關,吻合“以情優教”;體育舞蹈專業教師的學歷、職稱層次在一定程度上制約了北京市體育院校體育舞蹈專業學科的發展;現階段體育舞蹈專業的課堂教學中情感教學尚未形成一個完整的體系且教學環境實不容樂觀。建議教育及相關部門配對相關情感教學相應的教材,在加深廣大師生對情感教學認知程度的同時,形成配套的實施情感教學的科學體系。
        
        關鍵詞:以情優教;情感教學;體育舞蹈

        
        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返回本篇論文導航
        轉載請注明來源。原文地址:http://www.lg690.com/html/zhlw/20190720/8183535.html   

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