三种游泳教学法教学效果的检测与分析  

Measurement and analysis of the teaching effects of three swimming teaching methods

作　　者：龙明[1] 

机构地区：[1]暨南大学体育部,广东广州510632

出　　处：《体育学刊》2011年第1期84-86,共3页Journal of Physical Education

摘　　要：选取暨南大学选修大学体育游泳课程的大学生游泳初学者30人为研究对象;随机分为3组,分别采用一般游泳教学法、原地式韵律呼吸游泳教学法和移动式韵律呼吸游泳教学法,每组10人,每周上课1次,共9周,游泳能力测试指标为换气次数和游泳距离。测试结果显示,移动式韵律呼吸游泳教学法,对于初学游泳者换气次数与游泳距离的帮助最具显著性,其次为原地式韵律呼吸游泳教学法,一般游泳教学法最差。因此,移动式韵律呼吸游泳教学法可有效地快速提高普通高校大学生游泳初学者的游泳能力。Basing his research subjects on 30 college students as swimming beginners who took an elective swim-ming course at the Jinan University,the author randomly divided them into 3 groups,for which the ordinary swim-ming teaching method,swimming teaching method with stationary rhythmic respiration and swimming teaching method with mobile rhythmic respiration were adopted respectively;each group contains 10 students,who took the class once a week,for totally 9 weeks;the swimming capacity test indexes were air changing times and swimming distance.The test results indicated that in terms of helping swimming beginners in air changing times and swim-ming distance,the swimming teaching method with mobile rhythmic respiration had the most significant effect,the swimming teaching method with stationary rhythmic respiration had the second significant effect,while the ordinary teaching method had the poorest effect.Therefore,the swimming teaching method with mobile rhythmic respiration can effectively enhance the swimming capacity of ordinary college students as swimming beginners.

关 键 词：学校体育 游泳教学 教学效果 大学生 

分 类 号：G861.1[文化科学—体育训练]