CAJ | 학술논문

通过监测普通高校学生在两种教学模式下的心率变化，调查学生不同强度运动时间比例的差异。采用随机抽样，遥测68名在校大学生在13节健美操课上的心率变化，以RS 800CX多项运动心率表为测量工具，设定两个靶心率，确定中等强度心率（＆gt;HRmax＆#215;64%）、较大强度心率（＆gt;HRmax＆#215;77%）、介于两者强度之间心率为3个观测区域。结果发现，在大多数课次上，学生在“运动教育模式”下的中等强度心率运动时间比例、较大强度心率运动时间比例、介于两者强度之间心率运动时间比例均显著高于“我国传统体育教学模式”；在大多数课次上，学生在“运动教育模式”下的中等强度心率运动时间比例达到并超过了50%；前3次课是“运动教育模式”的泛化期，两种教学模式下，学生不同运动强度运动时间比例相似或相近。结果说明，采用“运动教育模式”作为普通高校健美操课的教学模式可以有效提高学生中等强度、较大强度的运动时效，从而提高教学效果。
통과감측보통고교학생재량충교학모식하적심솔변화，조사학생불동강도운동시간비례적차이。채용수궤추양，요측68명재교대학생재13절건미조과상적심솔변화，이RS 800CX다항운동심솔표위측량공구，설정량개파심솔，학정중등강도심솔（＆gt;HRmax＆#215;64%）、교대강도심솔（＆gt;HRmax＆#215;77%）、개우량자강도지간심솔위3개관측구역。결과발현，재대다수과차상，학생재“운동교육모식”하적중등강도심솔운동시간비례、교대강도심솔운동시간비례、개우량자강도지간심솔운동시간비례균현저고우“아국전통체육교학모식”；재대다수과차상，학생재“운동교육모식”하적중등강도심솔운동시간비례체도병초과료50%；전3차과시“운동교육모식”적범화기，량충교학모식하，학생불동운동강도운동시간비례상사혹상근。결과설명，채용“운동교육모식”작위보통고교건미조과적교학모식가이유효제고학생중등강도、교대강도적운동시효，종이제고교학효과。
In order to investigate the difference of students’ percentages of exercise time at different intensities by moni-toring the changing of heart rate of regular university students under two teaching modes, the authors, by following the principle of random sampling and by using RS 800CX multi-exercise heart rate meter as a measurement tool, remotely measured the changing of heart rate of 68 current university students during 13 aerobic dance classes, set two target heart rates, determined 3 observation areas, namely, medium intensity heart rate （＆gt;HRmax＆#215;64%）, higher intensity heart rate （＆gt;HRmax＆#215;77%）, and in-between intensity heart rate （HRmax＆#215;64%＆lt;x＆lt;HRmax＆#215;77%）, and revealed the following find-ings： in most classes, under “sport education mode”, the students’ percentage of exercise time at a medium intensity heart rate, percentage of exercise time at a higher intensity heart rate and percentage of exercise time at an in-between intensity heart rate were all significantly higher than those under “traditional Chinese sport teaching mode”; in most classes, under “sport education mode”, the students’ percentage of exercise time at a medium intensity heart rate reached and exceeded 50%; the first 3 classes were the generalization period of “sport education mode”, in such a period, the students’ percent-ages of exercise time at different exercise intensities were similar or close under the two education modes. The said find-ings indicate that adopting “sport education mode” as a regular university aerobic dance class teaching mode can effec-tively enhance students’ time efficiency of exercise at a medium or higher intensity, thus enhance teaching effect.