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Abstract. Aerobics is very popular among the college students because of its great impact on their comprehensive development. Along with the advance of the times and the diversification and high demand of college students' body building needs, the existing teaching evaluation reform is desiderated. This paper is an experimental research of the aerobics teaching evaluation system reform carried out in Qiongzhou University. The results show that after the reform the college student's enthusiasm and interest raise substantially, their physical quality and specialty are greatly improved compared with that o the traditional evaluation system.
Keywords: College students' aerobics; Evaluation system; Reform; Effectiveness
1 Introduction
Sports teaching evaluation is an important component of sports education. It is based on the sports teaching objectives and to carry out-- with effective evaluation content and method-- necessary measurement, analysis and comparison of both the sports teaching process and outcome to receive feedback in time and adjust the sports teaching process accordingly. Sports teaching evaluation could regulate the sports teaching activities on the whole to make them proceed orderly in line with set goals.
The current college sport teaching still has a long way to go in the aspect of sports evaluation since its current evaluation system is not a scientific and integrated one. Therefore, to reform the existing sport teaching quality evaluation system is a realistic problem. This reform would help to improve the students' interests and interaction, further enhance the realization of quality education, and better reflect the educational principle of "Health First". In addition, it is of realistic and strategic significance in the "Life-time Sport Education". Since the existing aerobatics teaching syllabus and content cannot fulfill the requirements of current teaching reform, the experiment here is carried out with the hope of helping make the teaching content, methods, examination content and evaluation system of aerobatics more normalized, enable the teachers to be more creative and take more initiative, encourage students' active participation as well as to provide scientific theoretical basis and practical experience to develop the students' concepts of creative learning and life-time sport education.
2 Research subjects and methods
2.1 Research subjects
120 female college students in Grade 2010 are taken as the research subjects in this experiment. Their average age is 20.15±1.5y, and average height is 1.58m±0.05. 2.2 Research methods
2.2.1 Teaching experiment: in the September of 2011, the author conducted a pretest concerning the ten indexes including: weight, bust line, waistline, hipline, thigh circumstance and calf circumstance, lung capacity, Resting Heart Rate (HRrest), standing long jump and 800 meters of the 120 female students taking aerobatics as their elective course. After a semester of aerobics teaching, the author carried out the post-test in the above aspects.
2.2.2 Data statistics: the data collected through the two tests are all compared and analyzed through sports statistics.
2.3 Documentation: materials related with sports statistics and aerobatics are collected and reviewed.
3 Content and procedures of the teaching experiment
The experiment is a comparative study on the impact of the teaching content, involving the basic moves and gestures of the aerobics, aerobic exercises, jogging exercises, mass aerobics and other related body-building exercises, on the students' physique indexes, physiology, and physical fitness.
3.1 Teaching content
The content has been changed from the now widely existing condition: a whole class studying a unified set of aerobics to that while main content is still unified, selective content can be set according to the teachers' specialty and students' interests. The basic setting is as follows: the main content covers the second and third levels of the second set of "National Standard Normal Aerobics Routines", combination of body shaping exercises, self-composing aerobic dancing; the selective content includes yoga, corrective exercise, sport dance, aero-Latin, fitness dance, hip-hop, kickboxing and ballroom dance.
3.2 Teaching method
The currently widely used one-fold teaching model of "full demonstration", "break down" and "unified practice" is modified and new methods are adopted. First, suggestive method, which means the students accept and internalize the new contents through provided clues, consisting of four major forms-- demonstration, reveal, display, and oral account, given by the teacher. Second, teacher and students work out solutions to the problem through joint efforts. By means of democratic dialogues and discussions with teacher and other students, the teacher and students could think about, discuss and solve the problems together, and thus the students could better acquire relative knowledge and skills, develop their capacity and personality. Two forms are mainly used here: "dialogues in teaching" and "in-class discussion". Third, autonomous learning, in which the students individually or form a group to resolve the problem put forward either by the teacher or themselves and the teacher offers appropriate help whenever necessary. 3.3 Teaching evaluation
The departed solely subjective evaluation method in which students complete their actions and the teacher marks their performances has been rectified into a combination of subjective and objective assessment. The new evaluation method is supposed to set the guidance and inspiration as the starting point, combine teacher's evaluation, and students' self-evaluation and peer- evaluation to assess the integrative learning outcome. The evaluation indexes and weights distribution are listed in table 1.
4 Results and Analysis
4.1 Changes in Physical Shape
As is seen in Table two, the comparisons of statistical results of ten indexes before and after the aerobics class is that, the weight has been reduced from 51.16(kg) to 49.89(kg) with an average reduction of 1.27(kg); the bust line and hipline have been increased from 77.22(cm) and 81.14(cm) to 79.32(cm) and 83.28(cm), with an average increase of 2.10(cm) and 2.14(cm) respectively; meanwhile, the waistline, thigh circumference and calf circumference have been reduced from 66.31(cm)、9.01(cm)、33.53(cm) before the aerobics class to 64.15(cm)、47.10(cm)、31.45(cm) after the aerobics dancing class with an average reduction of 2.16(cm)、1.91(cm)、2.08(cm) respectively.
Since aerobics dancing is the body building exercise that combines both dynamic and static exercises, it is characterized as various exercise methods, extensive exercise parts and flexible exercise forms. The flexibility exercises and basic posture exercises are beneficial to the formation of the body shape; various bust expanding exercises can help to build back muscles thus to improve the bust line; the exercises of hips lifted actions can help to build the glottal muscles thus to enlarge the hipline; besides, the aerobics which includes many high rate and jump actions as well as heavy load exercises can consume a great deal of energies and fat. During aerobics dancing, the heart rate of the exerciser is about 160 beats per minute; the main source of the energy is from the oxygenolysis of the blood sugar and fat. So aerobics dancing is beneficial to female students who want to lose weight and keep bonny figures, thus eventually satisfy their desires of pursuing beautiful figure and graceful posture.
4.2 The Improvement of Physiological Function in Organism
4.2.1 The Improvement of Respiratory System Function
According to the statistics in Table Two, the average lung capacity has been increased by 205(ml) from 2294(ml) before aerobics class to 2499(ml) after the class; HRrest has been reduced by 4.97 beats per minute from 76.13 beats per minute before aerobics class to 71.16 beats per minute. During aerobics dancing, the heart rate of an average female student is about 150 beats per minute to 160 beats per minute, which, according to exercise physiology theories, can enhance the aerobic metabolism function of respiratory system, as well as improve the function of lung by increasing the lung capacity and ventilator capacity. At the same time, through this type of exercise, the returned blood volume and the initial length of cardiomyocytes of heart have increased, so the systole of heart becomes stronger and cardiac output becomes larger and the function of cardiovascular system is improved accordingly. In conclusion, the exercise of aerobics dancing can not only increase the maximal oxygen uptake of female college students, but also improve the transport, storage and utilization of oxygen in their organisms, thus to enhance their organisms aerobic endurance. 4.2.2 The Improvement of Locomotor System Function
During the aerobics dancing exercise, various kinds of skip and kick actions can not only enhance the physical strength and skip ability of lower limbs, but also improve the suppleness and flexibility of articulations, along with the increase of strength and elasticity of muscles, meanwhile, the excitability of exercise nerve center in cerebral cortex and the transition of excitoinhibitory are also improved. According to the statistics in the above table, the 800-meter run and standing long jump performances of female college students have been advanced from 4.30 minutes and 1.61meters before the aerobics dancing class to 4.12 minutes and 1.75 meters respectively, so the obvious advancement in their performances has proved that the aerobics dancing exercise can help to improve the physical qualities of female college students effectively.
4.3 The Learning Interests of Students
The comparison of the students' interests toward aerobics before and after the experiment is that, the number of students from the experimental group who are "very intersected in aerobics dancing" has increased 44.44% after the experiment compared with that of before the experiment, whereas there is no obvious change of the number of students from the control group; the number of students from the experimental group who "have no intersects in aerobics dancing" has reduced 29.12% after the experiment compared with that of before the experiment, whereas the number in the control group has reduced 15.55%. In summary, the statistics proves that, the experimental group has a more obvious increase as to the number of student who has interests towards aerobics dancing (p<0.01) compared with that of the control group. So in the aerobics teaching, interactive teaching method is welcomed by students through effectively arousing the students' learning interests.
5 Conclusion
5.1 Aerobics dancing can increase female college students' senses of self-efficiency, build their bonny figures and develop their graceful postures; it can also satisfy the needs of modern females to pursue the beauty of appearance. Aerobics exercise can enhance female college students' physical qualities by improving their abdominal strength, flexibility, physical coordination and sensitivity effectively.
5.2 Physical education teachers in colleges should rethink the traditional evaluation system and adopt incentive mechanism rather than competitive selection; they should also reinforce students' deep understanding of the values of PE class, and implant the habit of physical exercises to students' daily life. As for the students who have relatively poor physical qualities, PE teachers should find out their shining points, give them feedbacks immediately and take their progress into final evaluations. In the evaluation process, PE teachers ought to take the formation and development of students' awareness of lifelong sport into account, thus to make students' desires for future physical exercises be influenced by the PE teaching evaluation.
References
[1] WANG Shu-ying. Experimental Research on the Application of "Collaborative Learning" in Aerobics Teaching of P.E.Majors in Higher Education. Journal of Beijing Sport University.2006.
[2] ZHANG Wei. Consideration on College Aerobics Teaching under the View of Theory of Multiple Intelligences . Bulletin of Sport Science & Technology.2010 .
[3] ZHANG Li-hong. Research on Auditory Imagery Training of General College Aerobics Teaching. Journal of Harbin Institute of Physical Education. 2010.
[4] Fu yihong. A Research on How to Improve Students Creative Ability in College Aerobics Teaching. Sport
Keywords: College students' aerobics; Evaluation system; Reform; Effectiveness
1 Introduction
Sports teaching evaluation is an important component of sports education. It is based on the sports teaching objectives and to carry out-- with effective evaluation content and method-- necessary measurement, analysis and comparison of both the sports teaching process and outcome to receive feedback in time and adjust the sports teaching process accordingly. Sports teaching evaluation could regulate the sports teaching activities on the whole to make them proceed orderly in line with set goals.
The current college sport teaching still has a long way to go in the aspect of sports evaluation since its current evaluation system is not a scientific and integrated one. Therefore, to reform the existing sport teaching quality evaluation system is a realistic problem. This reform would help to improve the students' interests and interaction, further enhance the realization of quality education, and better reflect the educational principle of "Health First". In addition, it is of realistic and strategic significance in the "Life-time Sport Education". Since the existing aerobatics teaching syllabus and content cannot fulfill the requirements of current teaching reform, the experiment here is carried out with the hope of helping make the teaching content, methods, examination content and evaluation system of aerobatics more normalized, enable the teachers to be more creative and take more initiative, encourage students' active participation as well as to provide scientific theoretical basis and practical experience to develop the students' concepts of creative learning and life-time sport education.
2 Research subjects and methods
2.1 Research subjects
120 female college students in Grade 2010 are taken as the research subjects in this experiment. Their average age is 20.15±1.5y, and average height is 1.58m±0.05. 2.2 Research methods
2.2.1 Teaching experiment: in the September of 2011, the author conducted a pretest concerning the ten indexes including: weight, bust line, waistline, hipline, thigh circumstance and calf circumstance, lung capacity, Resting Heart Rate (HRrest), standing long jump and 800 meters of the 120 female students taking aerobatics as their elective course. After a semester of aerobics teaching, the author carried out the post-test in the above aspects.
2.2.2 Data statistics: the data collected through the two tests are all compared and analyzed through sports statistics.
2.3 Documentation: materials related with sports statistics and aerobatics are collected and reviewed.
3 Content and procedures of the teaching experiment
The experiment is a comparative study on the impact of the teaching content, involving the basic moves and gestures of the aerobics, aerobic exercises, jogging exercises, mass aerobics and other related body-building exercises, on the students' physique indexes, physiology, and physical fitness.
3.1 Teaching content
The content has been changed from the now widely existing condition: a whole class studying a unified set of aerobics to that while main content is still unified, selective content can be set according to the teachers' specialty and students' interests. The basic setting is as follows: the main content covers the second and third levels of the second set of "National Standard Normal Aerobics Routines", combination of body shaping exercises, self-composing aerobic dancing; the selective content includes yoga, corrective exercise, sport dance, aero-Latin, fitness dance, hip-hop, kickboxing and ballroom dance.
3.2 Teaching method
The currently widely used one-fold teaching model of "full demonstration", "break down" and "unified practice" is modified and new methods are adopted. First, suggestive method, which means the students accept and internalize the new contents through provided clues, consisting of four major forms-- demonstration, reveal, display, and oral account, given by the teacher. Second, teacher and students work out solutions to the problem through joint efforts. By means of democratic dialogues and discussions with teacher and other students, the teacher and students could think about, discuss and solve the problems together, and thus the students could better acquire relative knowledge and skills, develop their capacity and personality. Two forms are mainly used here: "dialogues in teaching" and "in-class discussion". Third, autonomous learning, in which the students individually or form a group to resolve the problem put forward either by the teacher or themselves and the teacher offers appropriate help whenever necessary. 3.3 Teaching evaluation
The departed solely subjective evaluation method in which students complete their actions and the teacher marks their performances has been rectified into a combination of subjective and objective assessment. The new evaluation method is supposed to set the guidance and inspiration as the starting point, combine teacher's evaluation, and students' self-evaluation and peer- evaluation to assess the integrative learning outcome. The evaluation indexes and weights distribution are listed in table 1.
4 Results and Analysis
4.1 Changes in Physical Shape
As is seen in Table two, the comparisons of statistical results of ten indexes before and after the aerobics class is that, the weight has been reduced from 51.16(kg) to 49.89(kg) with an average reduction of 1.27(kg); the bust line and hipline have been increased from 77.22(cm) and 81.14(cm) to 79.32(cm) and 83.28(cm), with an average increase of 2.10(cm) and 2.14(cm) respectively; meanwhile, the waistline, thigh circumference and calf circumference have been reduced from 66.31(cm)、9.01(cm)、33.53(cm) before the aerobics class to 64.15(cm)、47.10(cm)、31.45(cm) after the aerobics dancing class with an average reduction of 2.16(cm)、1.91(cm)、2.08(cm) respectively.
Since aerobics dancing is the body building exercise that combines both dynamic and static exercises, it is characterized as various exercise methods, extensive exercise parts and flexible exercise forms. The flexibility exercises and basic posture exercises are beneficial to the formation of the body shape; various bust expanding exercises can help to build back muscles thus to improve the bust line; the exercises of hips lifted actions can help to build the glottal muscles thus to enlarge the hipline; besides, the aerobics which includes many high rate and jump actions as well as heavy load exercises can consume a great deal of energies and fat. During aerobics dancing, the heart rate of the exerciser is about 160 beats per minute; the main source of the energy is from the oxygenolysis of the blood sugar and fat. So aerobics dancing is beneficial to female students who want to lose weight and keep bonny figures, thus eventually satisfy their desires of pursuing beautiful figure and graceful posture.
4.2 The Improvement of Physiological Function in Organism
4.2.1 The Improvement of Respiratory System Function
According to the statistics in Table Two, the average lung capacity has been increased by 205(ml) from 2294(ml) before aerobics class to 2499(ml) after the class; HRrest has been reduced by 4.97 beats per minute from 76.13 beats per minute before aerobics class to 71.16 beats per minute. During aerobics dancing, the heart rate of an average female student is about 150 beats per minute to 160 beats per minute, which, according to exercise physiology theories, can enhance the aerobic metabolism function of respiratory system, as well as improve the function of lung by increasing the lung capacity and ventilator capacity. At the same time, through this type of exercise, the returned blood volume and the initial length of cardiomyocytes of heart have increased, so the systole of heart becomes stronger and cardiac output becomes larger and the function of cardiovascular system is improved accordingly. In conclusion, the exercise of aerobics dancing can not only increase the maximal oxygen uptake of female college students, but also improve the transport, storage and utilization of oxygen in their organisms, thus to enhance their organisms aerobic endurance. 4.2.2 The Improvement of Locomotor System Function
During the aerobics dancing exercise, various kinds of skip and kick actions can not only enhance the physical strength and skip ability of lower limbs, but also improve the suppleness and flexibility of articulations, along with the increase of strength and elasticity of muscles, meanwhile, the excitability of exercise nerve center in cerebral cortex and the transition of excitoinhibitory are also improved. According to the statistics in the above table, the 800-meter run and standing long jump performances of female college students have been advanced from 4.30 minutes and 1.61meters before the aerobics dancing class to 4.12 minutes and 1.75 meters respectively, so the obvious advancement in their performances has proved that the aerobics dancing exercise can help to improve the physical qualities of female college students effectively.
4.3 The Learning Interests of Students
The comparison of the students' interests toward aerobics before and after the experiment is that, the number of students from the experimental group who are "very intersected in aerobics dancing" has increased 44.44% after the experiment compared with that of before the experiment, whereas there is no obvious change of the number of students from the control group; the number of students from the experimental group who "have no intersects in aerobics dancing" has reduced 29.12% after the experiment compared with that of before the experiment, whereas the number in the control group has reduced 15.55%. In summary, the statistics proves that, the experimental group has a more obvious increase as to the number of student who has interests towards aerobics dancing (p<0.01) compared with that of the control group. So in the aerobics teaching, interactive teaching method is welcomed by students through effectively arousing the students' learning interests.
5 Conclusion
5.1 Aerobics dancing can increase female college students' senses of self-efficiency, build their bonny figures and develop their graceful postures; it can also satisfy the needs of modern females to pursue the beauty of appearance. Aerobics exercise can enhance female college students' physical qualities by improving their abdominal strength, flexibility, physical coordination and sensitivity effectively.
5.2 Physical education teachers in colleges should rethink the traditional evaluation system and adopt incentive mechanism rather than competitive selection; they should also reinforce students' deep understanding of the values of PE class, and implant the habit of physical exercises to students' daily life. As for the students who have relatively poor physical qualities, PE teachers should find out their shining points, give them feedbacks immediately and take their progress into final evaluations. In the evaluation process, PE teachers ought to take the formation and development of students' awareness of lifelong sport into account, thus to make students' desires for future physical exercises be influenced by the PE teaching evaluation.
References
[1] WANG Shu-ying. Experimental Research on the Application of "Collaborative Learning" in Aerobics Teaching of P.E.Majors in Higher Education. Journal of Beijing Sport University.2006.
[2] ZHANG Wei. Consideration on College Aerobics Teaching under the View of Theory of Multiple Intelligences . Bulletin of Sport Science & Technology.2010 .
[3] ZHANG Li-hong. Research on Auditory Imagery Training of General College Aerobics Teaching. Journal of Harbin Institute of Physical Education. 2010.
[4] Fu yihong. A Research on How to Improve Students Creative Ability in College Aerobics Teaching. Sport