CAJ | 학술논문

依据学生的基本运动素质将学生体质分为高、中、低三个层次.对各层次学生有针对性的分层组织教学内容,安排课的生理负荷强度,制定考核标准.采用身体形态、机能、最大吸氧量等生理指标及心理问卷对分层教学效果进行评定,结果显示分层教学不仅促进了学生身体健康,而且改善了他们的心理素质,体现了体育教学新观念.
의거학생적기본운동소질장학생체질분위고、중、저삼개층차.대각층차학생유침대성적분층조직교학내용,안배과적생리부하강도,제정고핵표준.채용신체형태、궤능、최대흡양량등생리지표급심리문권대분층교학효과진행평정,결과현시분층교학불부촉진료학생신체건강,이차개선료타문적심리소질,체현료체육교학신관념.
According to their performance in 100-meter dash, long jump and solid ball, students are divided into three levels of significance value： high level, intermediate level and low level. Students in different levels are given different teaching contents, assigned distinct physiological load intensity, and examined with differing criteria accordingly. Those criteria include physiological indexes such as physical morphology, physical function and VO2max as well as questionnaires on students＇ psychology. The result reveals that gradation teaching can effectively improve students＇ physical and mental health.