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在体育教学中,中长跑始终是一个难点。学生们在认知、情绪、行为三方面都具有不合理的成分。并相互牵连与干扰,形成了中长跑练习时的心理障碍,直接影响了教学效果。如何根据学生心理问题对症下药,并进行合理调整,帮助他们摆脱困境,积极刻苦地投入练习,从而改善身体机能水平,提高中长跑教学质量,是一个值得探讨的问题。本文就教学实践中的体会与经验,浅谈一下自己的看法。1 学生对中长跑的认知通过谈心与仔细观察,了解到学生在中长跑的认知方面普遍存在着不合理的成分。有许多学生对中长跑没兴趣,不仅因为该项目练起来单调、枯燥,主要是不愿意经受身体在适应中长跑练习中须付出艰苦努力的过程,存在怕的思想。在练习过程中,经常会出现呼吸困难、胸闷、头昏、浑身无力、腹痛、呕吐等生理症象,学生的心理承受能力也相应起变化。有的甚至认为有损于身体健康,这是认知上的曲解。因此,产生了害怕、抵触、反感、焦虑、烦燥、冷漠、低落等不良情绪,有少数学生在练习前还表现出脸色发白、心跳加快、四肢无力、不知所措的紧张状态。不合理的认知不仅影响了情绪,导致学生勉强行事、消极减速、有意减跑等行为,
In physical education, middle and long distance running is always a difficult point. Students have an irrational component in cognition, emotion and behavior. And implicated and interfered with each other, forming a psychological barrier in middle and long distance practice, a direct impact on teaching effectiveness. How to make the right remedy according to the psychological problems of students and make reasonable adjustments to help them get out of their predicament and actively and practically devote themselves to practice so as to improve the level of physical function and improve the quality of middle and long distance running are a question worth exploring. In this paper, teaching experience and experience in practice, talk about their own views. 1 Students cognition of middle and long distance Through careful talk and careful observation, I learned that students generally have unreasonable elements in the cognition of middle and long distance running. There are many students who are not interested in middle and long distance running. Not only is the project monotonous and boring, but it is mainly unwilling to endure the hard work the body needs to make in adapting to the practice of middle and long distance running. During the practice, often appear dyspnea, chest tightness, dizziness, weakness, abdominal pain, vomiting and other physiological symptoms, the students’ psychological endurance corresponding changes. Some even think it is detrimental to their health, which is a cognitive distortion. As a result, there were negative emotions such as fear, contradiction, resentment, anxiety, irritability, indifference, depression and so on. A small number of students also showed nervousness, pale heartbeat, exacerbated heartbeat, and weakness and overwhelmed before practice. Unreasonable cognition affects not only emotions but students’ reluctantness, negative decelerations and intentional runaway.