动作教育理念对幼儿基本动作技能促进的效果分析

焦喜便; 姜桂萍; 段冬梅; 潘进贤

doi:10.16835/j.cnki.1000-9817.2025181

动作教育理念对幼儿基本动作技能促进的效果分析

doi: 10.16835/j.cnki.1000-9817.2025181

1.
中国石油大学(华东)体育教学部, 山东青岛 266580
2.
北京师范大学体育与运动学院
3.
青岛市文登路幼儿园
4.
青岛市黄岛区中心医院关节外科

基金项目:

国家社科基金2020年度项目 20BTY070

详细信息

作者简介:
焦喜便(1983-)，女，河南郑州人，博士，副教授，主要研究方向为儿童动作发展与健康促进

通讯作者:
姜桂萍，E-mail: jiang_guiping0401@126.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G633.96 G804.49
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- 被引次数: 0
出版历程
- 收稿日期: 2024-11-22
- 修回日期: 2025-04-30
- 网络出版日期: 2025-08-02
- 刊出日期: 2025-07-25

Effectiveness analysis of movement education on the development of fundamental motor skills in preschool children

1.
Department of Physical Education, China University of Petroleum (East China), Qingdao 266580, Shandong Province, China

摘要

摘要: 目的了解动作教育理念对3~6岁幼儿基本动作技能的影响，为提高教育质量、促进幼儿全面发展提供参考。方法 2022年8月—2023年6月，采用方便抽样方法选取青岛某幼儿园592名3~6岁正常发育幼儿为研究对象，随机分为干预组(基于动作教育理念设计体育活动)和对照组(原教学计划)，进行为期24周(每周2次，每次40 min)的干预。采用粗大动作发育测试第二版(TGMD-2)评估幼儿的粗大动作，并用重复测量方差分析两组干预前后数据。结果除跑和踢球外，干预组与对照组粗大动作、移动动作、操作动作及各分项指标的组别主效应(F_组别=18.78~104.77)、时间主效应(F_时间=243.23~3 003.19)以及组别×时间交互效应(F_{组别×时间}=14.01~322.91)均有统计学意义(P值均＜0.05)。进一步简单效应分析结果显示，干预前，干预组与对照组的粗大动作[(48.95±10.65)(45.87±10.98)分]、移动动作[(25.93±7.31)(23.46±7.32)分]、操作动作[(23.15±4.40)(22.40±4.69)分]总分差异均无统计学意义(F值分别为3.69，2.94，1.90)，干预组与对照组移动动作和操作动作各分项指标得分差异亦均无统计学意义(F=0.01~3.58)(P值均>0.05)；干预后，干预组粗大动作、移动动作和操作动作总分[(75.92±9.48)(38.12±5.40)(37.80±4.92)分]均优于对照组[(59.52±12.12)(30.71±7.47)(28.81±5.54)分](F值分别为168.15，97.58，210.71)、亦均优于干预前(F_干预组值分别为3 498.90，1 438.27，2 431.24；F_对照组值分别为545.58，309.18，283.29)，干预组各分项指标得分(除跑和踢球外)均优于对照组(F=43.57~297.71)、且两组各分项指标得分均优于干预前(F_干预组=300.58~858.65，F_对照组=12.28~135.64)(P值均＜0.01)。结论基于动作教育理念设计的体育活动更能促进幼儿的基本动作技能发展。
- 运动活动 /
- 运动技能 /
- 干预性研究 /
- 健康促进 /
- 儿童, 学龄前
Abstract: Objective To understand the influence of the concept of movement education on the fundamental motor skills of preschool children aged 3-6, so as to provide a reference for improving the quality of preschool education and promoting the all-round development of preschool children. Methods From August 2022 to June 2023, 592 normally developing preschool children aged 3-6 in a certain kindergarten in Qingdao were selected as the research objects by convenience sampling. They were randomly divided into the intervention group (physical education activities designed based on the concept of movement education) and the control group (original teaching plan). The intervention lasted for 24 weeks (twice a week, 40 minutes each time). Test of Gross Motor Development-2 (TGMD-2) was used to evaluate the children's gross motor skills, and repeated-measures analysis of variance was used to analyze the data of the two groups before and after the intervention. Results Except for running and kicking, the group main effects (F_group=18.78-104.77), time main effects(F_time=243.23-3 003.19), and other interactive effects between group and time (F_group×time=14.01-322.91) were of statistical significances for gross motor, movement motor, manipulative motor and each sub-indicator between intervention group and control group. Further simple effect analysis results showed that, before intervention, there were no statistically significant differences in the total scores of gross motor (48.95±10.65, 45.87±10.98), movement motor (25.93±7.31, 23.46±7.32) and manipulative motor (23.15±4.40, 22.40±4.69) between the intervention group and the control group (F=3.69, 2.94, 1.90, P > 0.05); and two goups were also found of no statistical significance in the each sub-indicator of movement and manipulative motor (F=0.01-3.58, P > 0.05); after intervention, the total scores of gross motor, movement motor, and manipulative motor in the intervention group (75.92±9.48, 38.12±5.40, 37.80±4.92) were all better than those in the control group (59.52±12.12, 30.71±7.47, 28.81±5.54) (F=168.15, 97.58, 210.71), and the total indicators of both goups had better scores than those before the intervention (F_intervention=3 498.90, 1 438.27, 2 431.24; F_control=545.58, 309.18, 283.29)(all P < 0.01); after intervention, the intervention group had better scores in all sub-indicators (except for running and kicking) than the control group (F=43.57-297.71), and the each sub-indicator of both goups had better scores than those before the intervention (F_intervention=300.58-858.65; F_control=12.28-135.64)(all P < 0.01). Conclusion Physical education activities designed based on the concept of movement education could better promote the development of children's fundamental motor skills.
- Motor activity /
- Motor skills /
- Intervention studies /
- Health promotion /
- Child, preschool
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表 1 两组幼儿干预前后移动动作得分比较(x±s)

Table 1. Comparison of movement motor scores between two groups of children before and after intervention(x±s)

组别	干预前后	人数	跑	立定跳	单脚跳	前跨跳	前滑步	侧滑步	移动动作总分
干预组	干预前	368	4.79±1.13	3.64±1.46	4.69±2.18	3.57±1.26	4.16±1.93	4.97±1.92	25.93±7.31
	干预后	368	6.12±1.09	5.28±1.41	7.28±1.87	5.47±0.80	6.61±1.25	7.36±1.07	38.12±5.40
对照组	干预前	224	4.46±1.17	3.36±1.45	3.63±2.42	3.45±1.31	3.74±1.90	4.79±2.21	23.46±7.32
	干预后	224	5.55±1.13	4.12±1.36	5.32±2.30	4.40±1.26	5.40±1.91	5.91±1.98	30.71±7.47
F_组别值			14.39^**	22.37^**	39.75^**	24.91^**	20.82^**	18.78^**	40.85^**
F_时间值			327.85^**	243.23^**	452.39^**	441.27^**	379.17^**	302.03^**	1 383.21^**
F_{组别×时间}值			3.28	32.87^**	20.03^**	48.82^**	14.01^**	39.71^**	89.58^**
注：^**P＜0.01。

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表 2 两组幼儿干预前后操作动作得分比较(x±s)

Table 2. Comparison of manipulative motor scores between two groups of children before and after intervention(x±s)

组别	干预前后	人数	原地拍球	踢球	双手接球	定点击球	上手投球	地滚球	操作动作总分
干预组	干预前	368	3.82±1.28	5.24±0.83	2.45±0.80	4.69±1.44	3.14±1.75	3.80±1.04	23.15±4.40
	干预后	368	6.78±1.56	6.84±0.96	4.27±1.16	8.02±1.34	5.64±1.74	6.26±1.03	37.80±4.92
对照组	干预前	224	3.87±1.11	4.92±0.86	2.39±0.62	4.65±1.65	2.77±1.40	3.80±0.91	22.40±4.69
	干预后	224	5.37±1.55	6.08±0.97	3.21±1.09	5.22±1.37	4.19±1.93	4.73±1.06	28.81±5.54
F_组别值			24.83^**	39.61^**	36.89^**	104.77^**	25.28^**	59.27^**	84.67^**
F_时间值			740.23^**	542.06^**	368.51^**	355.00^**	387.63^**	572.29^**	1 901.02^**
F_{组别×时间}值			78.18^**	13.61	52.35^**	177.33^**	29.45^**	117.06^**	291.04^**
注：^**P＜0.01。

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