导游探索指导是否会对幼儿水上能力不同水平的儿童有害?
Juan Antonio Moreno-Murcia1, Luciane de Paula-Borges2, Alfonso Trinidad3
1Departamento de Ciencias del Deporte, Universidad Miguel Hernández de Elche (España), Avinguda de la Universitat d'Elx, s/n, 03202 Elche, Alicante, Spain.
Children (Basel, Switzerland)
|July 27, 2024
概括
指导式发现学习提高了幼儿的水生能力,改善了运动,认知和社会情感技能,无论最初的能力如何. 这种教学方法对所有孩子都有效,提高了整体水生技能.
科学领域:
- 教学教育学 在教学上
- 儿童发展 儿童发展
- 水生教育是水生教育.
背景情况:
- 通过指导式发现,重复性实践可以转化为探索性学习.
- 这种方法将教学与发现联系在一起,帮助获得知识和技能.
研究的目的:
- 评估指导式发现教学方法对儿童水生能力的影响.
- 评估这种方法在学校儿童现有的水上技能不同水平的有效性.
主要方法:
- 一项观察性研究涉及385名儿童 (年龄为3-5岁).
- 使用儿童水上能力测量仪器 (SMACC),评估社会情感,认知和运动维度.
- 在干预前和干预后收集的数据.
主要成果:
- 在所有年龄组中观察到水生能力 (运动,认知,社会情感) 的显著改善.
- 引导发现干预显示了高效果大小.
- 在低竞争力和高竞争力组中都注意到了改善,这表明普遍的好处.
结论:
- 指导式发现指导对于不同水生水平的儿童同样有效.
- 使用这种教学方法时,水上能力受到运动,社会情感和认知因素的影响.
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