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目的:探讨元认知控制策略对高校田径教学效果的影响。方法:用试验教学的方法获得实验前后体育专业学生100m、110m栏、跳高、掷标枪和三级跳远五项技术评定成绩的数据,用SPSS l3.0统计学软件对所得数据进行T检验和描述性统计。结果:(1)实验前,实验班和对照班这五项技术评定成绩之间无显著性差异(P>0.05);(2)实验后,实验班和对照班这五项技术评定成绩之间存在着显著性差异(p<0.05),其中掷标枪和三级跳远达到了极显著性差异(P<0.01);(3)利用元认知控制策略进行田径教学的效果比普通教学好。结论:利用元认知控制策略确实能够提高高校田径教学效果。
Objective: To explore the impact of metacognitive control strategies on track and field teaching in colleges and universities. Methods: Using the method of experimental teaching, we obtained the data of the five technical assessment scores of 100m, 110m, high jump, throwing javelin and triple jump before and after the experiment. T test and described the data with SPSS 13.0 statistical software Sex statistics. Results: (1) Before the experiment, there was no significant difference between the five technical assessment scores of the experimental class and the control class (P> 0.05); (2) After the experiment, (P <0.05). There was a significant difference between throwing javelin and triple jump (P <0.01). (3) The effect of using metacognitive control strategy on track and field teaching was better than that of ordinary teaching. Conclusion: The use of metacognitive control strategies can indeed improve the effectiveness of track and field teaching in colleges and universities.