目录 ..对南师大体育专业健美操专项教学方法利于弊的探讨 ...与时俱进，改革优化.docVIP

目 录 中（英）文摘要··································································1 1前言···········································································2 1.1 选题依据·····································································2 1.2 文献综述·····································································2 2 研究对象与方法·····························································2 2.1 研究对象·····································································2 2.2 研究方法·····································································2 2.2.1 文献资料法···································································2 2.2.2访谈法·······································································2 2.2.3 问卷调查法···································································3 2.2.4统计法·······································································3 2.2.5逻辑分析法···································································3 3 研究结果与分析·····························································4 3.1教学方法内涵·························································3 3.2健美操课程特点·······························································3 3.3南师大体育专业健美操专项教学方法现状调查分析·····························4 3.3.1讲解法与示范法的应用分析·····················································4 3.3.2完整法与分解法的应用分析······················································4 3.3.3口令提示法与手势法的应用分析·················································4 3.3.4音乐节奏强化法的应用分析·····················································4 3.3.5递加循环法的应用分析··························································4 3.3.6互助式教学方法的应用分析······················································4 3.4.对南师大健美操专项教学方法的探讨·······································5 3.4.1对南师大体育专业健美操专项教学方法利于弊的探讨························5 3.4.1.1与时俱进，改革优化·························································5 3.4.1.2具有独具特色的南师大体育专业健美操教学方法·································5 3.4.1.3教学方法过于简单···························································5 3.4.1.4“因材施教”没有得