动作发展理论视域下学龄前儿童运动技能干预实证研究

An Empirical Study on the Intervention of Preschool Children's Motor Skills from the Perspective of Motor Development Theory

目的从幼儿动作技能发展理论视角出发,采用幼儿运动技能钻石课程设计方案,对幼儿园大中班115名幼儿动作技能表现变化予以干预。方法通过实验教学法、观察测试法及数理统计法等研究方法对测试数据及变化表征等展开定量定性分析。结果1)实验组经过动作技能学习课程介入,其动作技能表现、移动性动作技能、非操作型动作技能、操作型动作技能成绩表现优于前测成绩且呈显著性差异;2)对照组采用传统身体练习内容及形式,其整体动作技能表现、非操作型动作技能、操作型动作技能后测显著优于前测,但移动性动作技能前后测未达显著性差异水准;3)6周动作技能学习课程介入,实验组学龄前儿童的动作技能表现测试成绩表现优于对照组且呈显著性差异。结论学龄前幼儿通过动作技能学习课程干预,其动作技能表现及身体活动能力比传统身体练习内容及方式成效更优;学龄前幼儿通过规范及设定的动作去感受身体内外时空的元素,最终能提高学龄前幼儿身体知觉、发力知觉与关系知觉的功效。

Objective To intervene in the change of motor skill performance of 115 children in kindergarten classes from the perspective of motor skill development theory,using a diamond curriculum design for motor skills of young children.Methods Quantitative and qualitative analyses of test data and changes were conducted by experimental teaching method,observation test method,and mathematical and statistical methods.Results 1)The experimental group's performance in motor skills,mobility motor skills,non-manipulative motor skills,and manipulative motor skills was better than the pre-test performance after the motor skills learning course intervention and showed significant differences.2)In the control group,the overall motor skill performance,non-manipulative motor skill and manipulative motor skill were significantly better than the pre-test in the post-test,but the mobility motor skill did not reach the level of significant difference in the pre-test and post-test when the traditional physical exercise content and form were used.3)In the 6-week motor skill learning program,the performance of the preschoolers in the experimental group was better than that of the control group on the motor skill performance test,and the difference was significant.Conclusion Preschoolers'motor skills performance and physical activity were more effective than those of traditional physical exercises through the motor skills learning program.