动态分层教学模式对四年级学生足球运动技能及情意表现与合作精神的影响研究

A Study on the Impact of the Deeply Dynamic Layered Teaching Model on Football Skills and Physical Cooperation Spirit of Fourth-Grade Students

摘要: 本研究探讨“动态分层教学模式”对四年级学生足球运动技能及情意表现与合作精神的影响。运用实验法、问卷调查法及数理统计等方法，选取盐城市大丰区实验小学四年级60名学生进行为期9周的教学实验。结果得出，两种教学模式均能显著提高学生的10秒双脚脚内侧拨球、5米8字运球、脚内侧传准及情意表现与合作精神得分；但仅有10秒双脚脚内侧拨球及情意表现与合作精神的时间 × 组别的交互效应显著(P < 0.05)，表明9周的动态分层教学模式对学生10秒双脚脚内侧拨球及情意表现与合作精神提高效果显著优于常规足球教学模式。建议：今后盐城市大丰区实验小学体育教师在足球教学中开展动态分层教学，针对不同水平学生制定的教学任务等，并通过运动技能及课堂表现等多主观评价对学生学习成绩进行综合评估。

Abstract: This study examines the impact of the “dynamic stratified teaching model” on fourth-grade students’ soccer skills and spirit of cooperation in physical education. Using experimental methods, questionnaire surveys, and mathematical statistics, a 9-week teaching experiment was conducted with 60 fourth-grade students from Dafeng District Experimental Primary School in Yancheng City. The results showed that both teaching models significantly improved students’ scores on the 10-second two-foot inside-of-the-foot dribbling, 5-meter figure-eight dribbling, inside-of-the-foot passing accuracy, and sportsmanship; however, a significant time × group interaction effect was observed only for the 10-second two-foot inside-of-the-foot dribble and sportsmanship scores (P < 0.05). This indicates that the 9-week dynamic stratified teaching model was significantly more effective than the conventional soccer teaching model in improving students’ 10-second two-foot inside-of-the-foot dribble performance and sportsmanship. Recommendation: In the future, physical education teachers at Dafeng District Experimental Primary School in Yancheng City should implement dynamic stratified instruction in soccer teaching, design instructional tasks tailored to students of different skill levels, and conduct comprehensive assessments of student performance using multiple subjective evaluation criteria, such as motor skills and classroom behavior.