%0 Journal Article
%T 贵州民族大学学生主项选修课程学习现状调查与分析<br>Investigation and Analysis of the Learning Status of Students’ Main Elective Courses of Guizhou Minzu University
%A 黄万侣
%J Advances in Physical Sciences
%P 788-804
%@ 2334-3478
%D 2023
%I Hans Publishing
%R 10.12677/APS.2023.113111
%X 本文的目的是通过对贵州民族大学体育专业2019级、2020级、2021级三个年级学生的调查，找出学生专项课程开设过程中存在的问题，分析学生专项课程课堂学习和课余学习的基本现状，以及影响学生专项课程课余学习的影响因素，并提出对应的解决对策；运用文献资料法、问卷调查法、访谈法、实地考察法、数理统计法对贵州民族大学体育专业的学生的主项选修课程的选择情况、学校的场地设施、师资情况、学生选择主项选修课程认知程度以及学生的课堂与课后的学习现状进行调查与分析；结果表明：贵州民族大学体育专业的学生在选择专项课程时受人数限制；由于体育专业专项技能的特殊性，运动技能的掌握只通过课堂上的学习是远远不够的，还需要利用课余时间进行巩固与练习，大多数同学都是采用自主练习的形式，他们课余学习的主要目的是个人兴趣爱好和强化专业技能。大部分学生一次课余学习时间都是1~2小时，一周进行3~4次课余学习，他们的课余学习没有连续性，少部分同学一次课余学习时间是3小时以上，一周进行6次以上；课余学习时间不同、次数不同，学生的运动技能水平也不同；制约学生课余学习的因素主要是学生的个人惰性大、天气的影响、场地的影响、场馆的开放情况等。<br />
The purpose of this paper is to find out the problems existing in the process of opening students’ special courses through the investigation of the three grades of physical education majoring in Guizhou Minzu University in 2019, 2020 and 2021, analyze the basic status quo of classroom learn-ing and after-school learning of students’ special courses, and the influencing factors affecting the after-school learning of students’ special courses, and propose corresponding solutions. The liter-ature method, questionnaire survey method, interview method, field investigation method and mathematical statistics method were used to investigate and analyze the selection of the main elective courses of students majoring in physical education of Guizhou Minzu University, the venue facilities of the school, the teachers’ situation, the awareness of students’ choice of major elective courses, and the learning status of students in the classroom and after class. The results show that the number of students majoring in physical education of Guizhou Minzu University is limited by the number of students when choosing special courses. Due to the particularity of sports pro-fessional skills, the mastery of sports skills only through classroom learning is far from enough, but also need to use spare time for consolidation and practice, most students are in the form of independent practice, their after-school learning is mainly personal interests and strengthen pro-fessional skills. Most students have 1~2 hours of after-school learning time, 3~4 times a week, their after-school learning has no continuity, and a small number of students have more than 3 hours of after-school learning time and more than 6 times a week; different learning times and times after class, and different levels of students’ motor skills; the factors restricting students’ after-school learning are mainly students’ personal inertia, the influence of weather, the influence of venues, and the opening of venues.
%K 专项，运动技能，课余学习<br>Special Item
%K Motor Skills
%K After-School Learning
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=72676