游泳专业毕业论文

西南林学院本科毕业（设计）论文（2009届）题目：对游泳初学者心理分析研究教学院系基础部专业体育教育学生姓名指导教师郭银华（副教授）评阅人刁国炎（助教）2009年6月6日对游泳初学者心理分析研究（西南林学院基础部体育教育05级云南昆明650224）摘要：随着人类的进步，社会主义各项事业的飞速发展，特别是在改革开放以来，我国在物质文明建设的同时，也越来越重视精神文明的建设，国家开始注重对体育事业的发展，对体育运动的大力支持；游泳是一项非常好的运动，它不仅是一项的体育活动，更是集健身、健心、健康为一体的多元化技能，并逐渐受到越来越多人们的关注和热爱，更多的人们开始从事游泳运动，因此对游泳初学者的教学显得尤为重要。影响游泳初学者在学习过程中最为关键的因素之一便是“心理”，如何了解教学中初学者的心理状态及各种心理活动规律，及时掌握情绪和心态变化，并结合教学实践，运用科学合理的教学方法，是提高游泳教学质量的关键。关键词：游泳初学者心理分析Onthepsychologicalanalysisofswimmingbeginners(Physicaleducationofthebasisofthedepartment,SouthwestForestryCollege,YunnanKunming650224)Abstract:Withtheprogressofmankind,thecauseofsocialismwiththerapiddevelopment,especiallyinthereformandopeningup,China'sbuildingofmaterialcivilization,butalsomoreandmoreattentiontotheconstructionofspiritualcivilization,thestatestartedtopaymoreattentiontosportsinthedevelopmentofstrongsupportforsports;swimmingisaverygoodcampaign,itisnotonlyasportsevent,butalsoisafitness,hearthealth,healthasoneoftheskillsmix,andgraduallymoreandmoreattentionandlove,morepeoplebegantoengageinswimming,swimmingforbeginnerssoitisparticularlyimportantinteaching.Theimpactofswimmingforbeginnersinthelearningprocess,oneofthemostcrucialfactoristhepsychological,teachingbeginnershowtounderstandthepsychologicalstateandthelawsofthevariousmentalactivities,timelyinformationonchangesinmoodandattitude,combinedwithteachingpractice,theuseofsciencerationalteachingmethods,istoimprovethequalityofteachingthekeytoswimming.Keywords:SwimmingBeginnersPsychologicalAnalysis目录前言································································································11选题依据·····························································································31.1我国游泳初学者心理研究概况····························································31.2研究的意义·····················································································31.2.1心理因素的重要作用··································································31.2.2研究游泳初学者心理的意义·························································42主要研究方法及研究对象的分析·······························································52.1论文选取的主要研究方法··································································52.1.1文献资料法··············································································52.1.2实地调查法··············································································53导致初学者心理恐惧产生的原因·······························································63.1游泳者心理基本概念及特征······························································63.2参与游泳活动不同人群的特点···························································63.2.1少年·····················································································63.2.2青年人··················································································63.2.3中老年··················································································73.2.4游泳教练员············································································73.3心理恐惧产生的原因·······································································73.3.1外在客观条件·········································································73.3.2内在主观因素·········································································84游泳初学者心理恐惧时的行为表现及其影响···············································94.1初学者心理恐惧时的行为表现····························································94.1.1出现各种程度的不良反应····························································94.1.2言语过多，阻碍教学进度，不利于教学的开展································94.1.3肢体僵硬，动作频率加快····························································94.1.4采用“站立”姿势游进·······························································94.1.5呼吸技术动作错乱·····································································94.2初学者心理恐惧产生的影响·····························································105解决游泳初学者心理恐惧的方法······························································115.1明确学习目的，培养初学者兴趣·······················································115.2选择良好教学环境，营造教学和谐气氛··············································115.3加强熟悉“水感”的训练，改变常规教学方法·····································115.4教学对象具体分析，分别对待··························································125.5深水、浅水互换教学······································································125.6教练员应多与初学者交流沟通··························································12结论·······························································································13参考文献·······························································································14指导教师简介·························································································15致谢·······························································································16前言1前言近年来，随着时代的变迁、人类的进步、社会的飞速发展，我国在物质文明建设的同时，也越来越重视精神文明的建设[1]（田颖，2004）。改革开放以来，科学技术的进步日新月异，随着大力发展社会生产力，国民经济增长迅速，人类社会已经进入由工业文明向知识文明转变的过渡时期，在这个时期里，国家之间的竞争不再是单一的军事、经济等方面的竞争，而是国与国之间综合国力的竞争。决定一个国家军事、科技、经济、教育等综合国力的关键因素是人才。所以，国与国之间的竞争归根到底是人才的竞争[2]（罗保全，2006）。而人才应具备健康的体魄和先进的科学文化知识。因此，国家在大力发展教育事业的