动作发展视角的韵律性身体活动促进幼儿粗大动作发展水平的实证研究

An Empirical Study of the Effect of Rhythmic Physical Activities Designed in View of Motor Development on Promoting Gross Motor Development of Young Children

目的:以我国幼儿园普遍开展的韵律性身体活动为切入点,尝试将幼儿阶段应掌握的基本动作技能融入到活动中,比较动作发展视角的韵律性身体活动与一般性的韵律性身体活动效果的差异,为促进幼儿动作发展进行实证探索。方法:采用教学实验法,将289名受试对象以班级为单位,随机分为实验组与对照组。实验组共142人,对照组共147人。实验组进行动作发展视角的韵律性身体活动,每天累计活动时间为20~30 min,运动干预周期为1 a。对照组除了进行一般性的韵律性身体活动外,其他所有实验条件与实验组均相同。结果:1)经过动作发展视角的韵律性身体活动干预后,实验组幼儿粗大动作发展水平总得分、移动动作得分、操作动作得分均显著高于运动干预前得分(P<0.01),且各年龄组各具体动作得分基本上都有明显提高,发展水平较为均衡。2)实验组与对照组幼儿粗大动作发展总体水平在运动干预前无显著差异(P>0.05)。运动干预后,实验组幼儿粗大动作发展总体水平明显高于对照组(P<0.01)。结论:动作发展视角的韵律性身体活动能够有效地提高幼儿粗大动作发展水平,且此方面的效果优于一般性的韵律性身体活动。在韵律性身体活动中必须强调基本动作技能的学习,采用重复、变异等练习方式,促使幼儿掌握这些基本动作模式。

Objective： The study started from the perspective of motor development with an overview of the funda- mental motor skills which must be grasped in the childhood, designed a set of the preschool child＇s rhythmic physi- cal activities and then compared it with the already-existing ones in efficiency by one-year teaching intervention, for promoting the preschool child＇s motor development. Methods： Teaching experiment was conducted by randomly dividing 289 young children into experimental group （n = 142） and control group （n = 147 ）. The preschool chil- dren Of the experiment group played the newly-designed rhythmic physical activities, 20 - 30 minutes per day, one year in total; the control ~group ones played general activities designed by k^ndergartens or prescribed by the Minis- try of Education. Results ： 1 ） After one year intervention, the gross motor level, locomotor skills level and manip- ulative skills level in experiment group were significantly higher than before （P 〈 0.01 ） ; in each age group, the score of each specific action was significantly improved, and the development level was more balanced. 2） There was no difference of gross motor level between control and experiment groups at baseline （ P 〉 0.05 ）, but it of ex- periment group was higher than that of control group （ P 〈 0.01 ）. Conclusions ： The new designed rhythmic physi- cal activities in view of motor development can improve preschool children＇s motor development significantly.which effect is much better than the normal rhythmic physical activities. We must enforce the basic motor skills learning in rhythmic physical activities, use repeated and changed training ways to promote motor development of preschool children.