健美操教学中非语言艺术的内容与作用

Content and effect of non-language arts in teaching of calisthenics

目的:分析非语言艺术的内容及其在健美操教学与训练中的作用。方法:非语言内容在健美操教学与训练中运用与实践是按教学计划规定的内容进行,让学生在教师的指导和传授下,有计划、有目的培养学生的掌握非语言运用能力。采用3个阶段进行,第一学期进行服装与形体语言、面部表情与视线接触语言、手势与肢体语言的教学与训练,第二学期都进行空间语言、音乐与动作语言、队行与变化语言的教学与训练,第三学期对这6种语言的教学进一步的巩固并总结出语言教学效果和运用注意问题。结果:非语言艺术在健美操教学与训练中包括服装与形体语言、手势语言与肢体语言、面部表情与视线接触语言、空间语言、音乐与动作语言、队形与配合语言等特性。在健美操教学与训练中,贴身、得体色彩鲜艳、线条优美清晰的健美操服,可使教师向学生们的示范动作规范、准确、优美、学生看得清、模仿快,学习情趣高,学生做动作的规范性、准确性提高,发生错误减少。表情与[神的教学与训练可提高学生的表]能力;提高学生做动作时的激情和热情的目光所表现出的活力,达到表情、[神与动作情绪一致的效果。手势语的运用有减低声带受损,在各种环境中仍能保持有良好的沟通;用手握彩旗指挥大型团体操的表],使动作步调一致、整齐化一。空间语言是人际关系亲疏程度的重要标志。队形是健美操“艺术”窗口,给人们带来美好的艺术享受。音乐起着语言的指挥作用和练习中的口令作用。结论:在健美操教学与训练中合理采用非语言艺术,对于提高健美操课堂教学质量,优化教学效果,培养学生的实践与创新能力有重要作用。

AIM： To analyze the content of non-language art and its effect on calisthenics teaching and training. METHODS： Application and practice of content of non-language in calisthenics teaching and training were performed according to program of teaching. The development of the ability of non-verbal arts of students was to follow a proper order and advance step by step under the direction of teachers. Non-verbal reinforcement was proceeding by 3 stages. In the first term, teaching and training of costume and body language, facial expression and eye contact language with language of gesture and limb were conducted. In the second term, teaching and training.of language of space, music and action language with formation and varying language were performed.In the third term, teaching of the six languages was consolidated and the attentive problems of effect and application of language teaching were summed up. RESULTS： Non-language art included costume and body language, language of gesture and limb, facial expression and eye contact language, language of space, music and action language with formation and matching language, etc. in teaching and training of calisthenics. Tight, suitable, bright-colored, clear grace-line cloth for calisthenics could make the teachers have standard, exact and beautiful action to students so that the students would have clear sight, rapid imitation and high studying interest. The students would have standard action, higher veracity and fewer mistakes. The teaching and training of expression and gleam of the eyes could enhance the active ability of students and elevate activity manifested by passion and enthusiasm sight when acting to reach the effect of coincidence of expression and gleam of the eyes with action. The application of gesture language could reduce the damage of vocal cord and still keep good communication in various environments. Holding variegated flags to direct performance of large group calisthenics could keep pace with one another tidily. The language of space was the key sign for degree of intimacy of human relationship. The formation was the “window of art” of calisthenics, which could bring pretty enjoyment of art for human. The music played directive effect on language and was password in training. CONCLUSION： In the calisthenics teaching and training, proper nonlanguage art plays an important role in improving teaching quality, optimizing effect of teaching, developing ability of practice and innovation of students.