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Article(id=1325521406271815833, tenantId=1146029695717560320, journalId=1256213402557890569, issueId=1325521023759691810, articleNumber=null, orderNo=null, doi=10.16835/j.cnki.1000-9817.2025181, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1732204800000, receivedDateStr=2024-11-22, revisedDate=1745942400000, revisedDateStr=2025-04-30, acceptedDate=null, acceptedDateStr=null, onlineDate=1793958530251, onlineDateStr=2026-11-06, pubDate=1753372800000, pubDateStr=2025-07-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793958530251, onlineIssueDateStr=2026-11-06, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793958530251, creator=13701087609, updateTime=1793958530251, updator=13701087609, issue=Issue{id=1325521023759691810, tenantId=1146029695717560320, journalId=1256213402557890569, year='2025', volume='46', issue='7', pageStart='913', pageEnd='1064', issueExtLink='null', onlineDate='null', pubDate='1753372800000', pubDateStr='2025-07-25', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793958439054, creator='13701087609', updateTime=1793958439054, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=946, endPage=949, ext={EN=ArticleExt(id=1325521407903400090, articleId=1325521406271815833, tenantId=1146029695717560320, journalId=1256213402557890569, language=EN, title=Effectiveness analysis of movement education on the development of fundamental motor skills in preschool children, columnId=1259565859148804482, journalTitle=Chinese Journal of School Health, columnName=Health Education and Promotion, runingTitle=null, highlight=null, articleAbstract=
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 (Fgroup=18.78-104.77), time main effects(Ftime=243.23-3 003.19), and other interactive effects between group and time (Fgroup×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 (Fintervention=3 498.90, 1 438.27, 2 431.24; Fcontrol=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 (Fintervention=300.58-858.65; Fcontrol=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.

, authors=Xibian JIAO1, Guiping JIANG*, 2, Dongmei DUAN3, Jinxian PAN4, authorsList=Xibian JIAO, Guiping JIANG, Dongmei DUAN, Jinxian PAN, authorCompany=null, correspAuthors=Guiping JIANG, authorNote=null, correspAuthorsNote=null, copyrightStatement=Copyright ©2025 Chinese Journal of School Health. All rights reserved., copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1325521411669885085, articleId=1325521406271815833, tenantId=1146029695717560320, journalId=1256213402557890569, language=CN, title=动作教育理念对幼儿基本动作技能促进的效果分析, columnId=1259565859903779205, journalTitle=中国学校卫生, columnName=健康教育与健康促进, runingTitle=null, highlight=null, articleAbstract=
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。

, authors=焦喜便1, 姜桂萍*, 2, 段冬梅3, 潘进贤4, authorsList=焦喜便, 姜桂萍, 段冬梅, 潘进贤, authorCompany=null, correspAuthors=姜桂萍, authorNote=

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

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姜桂萍，E-mail:
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Comparison of movement motor scores between two groups of children before and after intervention(x±s)

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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3684.79±1.133.64±1.464.69±2.183.57±1.264.16±1.934.97±1.9225.93±7.31
干预后3686.12±1.095.28±1.417.28±1.875.47±0.806.61±1.257.36±1.0738.12±5.40
对照组干预前2244.46±1.173.36±1.453.63±2.423.45±1.313.74±1.904.79±2.2123.46±7.32
干预后2245.55±1.134.12±1.365.32±2.304.40±1.265.40±1.915.91±1.9830.71±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3.2832.87**20.03**48.82**14.01**39.71**89.58**
), ArticleFig(id=1325521443613704392, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521406271815833, language=CN, label=表1, caption=

两组幼儿干预前后移动动作得分比较(x±s)

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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3684.79±1.133.64±1.464.69±2.183.57±1.264.16±1.934.97±1.9225.93±7.31
干预后3686.12±1.095.28±1.417.28±1.875.47±0.806.61±1.257.36±1.0738.12±5.40
对照组干预前2244.46±1.173.36±1.453.63±2.423.45±1.313.74±1.904.79±2.2123.46±7.32
干预后2245.55±1.134.12±1.365.32±2.304.40±1.265.40±1.915.91±1.9830.71±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3.2832.87**20.03**48.82**14.01**39.71**89.58**
), ArticleFig(id=1325521443966025929, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521406271815833, language=EN, label=Tab.2, caption=

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

, figureFileSmall=null, figureFileBig=null, tableContent=
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3683.82±1.285.24±0.832.45±0.804.69±1.443.14±1.753.80±1.0423.15±4.40
干预后3686.78±1.566.84±0.964.27±1.168.02±1.345.64±1.746.26±1.0337.80±4.92
对照组干预前2243.87±1.114.92±0.862.39±0.624.65±1.652.77±1.403.80±0.9122.40±4.69
干预后2245.37±1.556.08±0.973.21±1.095.22±1.374.19±1.934.73±1.0628.81±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**13.6152.35**177.33**29.45**117.06**291.04**
), ArticleFig(id=1325521444096049354, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521406271815833, language=CN, label=表2, caption=

两组幼儿干预前后操作动作得分比较(x±s)

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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3683.82±1.285.24±0.832.45±0.804.69±1.443.14±1.753.80±1.0423.15±4.40
干预后3686.78±1.566.84±0.964.27±1.168.02±1.345.64±1.746.26±1.0337.80±4.92
对照组干预前2243.87±1.114.92±0.862.39±0.624.65±1.652.77±1.403.80±0.9122.40±4.69
干预后2245.37±1.556.08±0.973.21±1.095.22±1.374.19±1.934.73±1.0628.81±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**13.6152.35**177.33**29.45**117.06**291.04**
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动作教育理念对幼儿基本动作技能促进的效果分析
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焦喜便 1 , 姜桂萍 *, 2 , 段冬梅 3 , 潘进贤 4
中国学校卫生 | 健康教育与健康促进 2025,46(7): 946-949
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中国学校卫生 |健康教育与健康促进 2025 , 46 (7) : 946 -949
动作教育理念对幼儿基本动作技能促进的效果分析
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焦喜便1, 姜桂萍*, 2 , 段冬梅3, 潘进贤4
作者信息
  • 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
通讯作者:
姜桂萍，E-mail:
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

Effectiveness analysis of movement education on the development of fundamental motor skills in preschool children
Xibian JIAO1, Guiping JIANG*, 2 , Dongmei DUAN3, Jinxian PAN4
Affiliations
  • 1Department of Physical Education, China University of Petroleum (East China), Qingdao 266580, Shandong Province, China
出版时间: 2025-07-25 doi: 10.16835/j.cnki.1000-9817.2025181
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摘要
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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
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 (Fgroup=18.78-104.77), time main effects(Ftime=243.23-3 003.19), and other interactive effects between group and time (Fgroup×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 (Fintervention=3 498.90, 1 438.27, 2 431.24; Fcontrol=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 (Fintervention=300.58-858.65; Fcontrol=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
焦喜便, 姜桂萍, 段冬梅, 潘进贤. 动作教育理念对幼儿基本动作技能促进的效果分析. 中国学校卫生, 2025 , 46 (7) : 946 -949 . DOI: 10.16835/j.cnki.1000-9817.2025181
Xibian JIAO, Guiping JIANG, Dongmei DUAN, Jinxian PAN. Effectiveness analysis of movement education on the development of fundamental motor skills in preschool children[J]. Chinese Journal of School Health, 2025 , 46 (7) : 946 -949 . DOI: 10.16835/j.cnki.1000-9817.2025181
正文
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3~6岁是儿童基本动作技能发展的关键期，基本动作技能与儿童体质、认知、语言、情绪及社会性等发展紧密相关，关乎个体终身全面发展[1]。在此敏感期探索更适宜的身体教育内容、进行合理教育干预，提升幼儿基本动作技能水平，既能促进儿童身体发育、认知、情绪、社会性等能力发展，又能为幼儿园设计科学体育课程提供参考。
动作教育旨在通过基本动作技能的学习与练习促进幼儿身心发展，强调动作过程、注重感知觉训练与身体概念培养，依据“身体”“努力”“空间”“关系” 4个因素，为不同年龄幼儿选择适宜动作，借助动作描述、计划、回忆等方式，促使他们感受自己的身体并了解相关概念，提升基本动作技能，丰富认知与情感，发展注意、观察等能力，达成认知与情感教育目标[2-4]。该教育理念契合幼儿直观思维和知觉运动能力快速发展的特点，有助于发挥身体活动课程的显性与隐性功能，促进幼儿全面发展[5]。既往动作教育实证研究[6-8]也表明，幼儿教师及家长基于动作教育理念开展工作可提升教育质量。因此，本研究旨在通过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。
1　对象与方法
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1.1　对象
2022年8月—2023年6月，采用方便抽样方法选取青岛市某幼儿园及分园共592名3~6岁正常发育幼儿为研究对象，纳入标准为无器质性疾病且能够有效配合研究者完成动作技能和身体活动测试的儿童。排除课余参加运动培训班的儿童，随机分为干预组(368名)与对照组(224名)。其中干预组男童206名，女童162名；对照组男童132名，女童92名。本研究已获得青岛市黄岛区中心医院伦理委员会审查并批准(编号：IRB#0014-25-5R0)，家长均签订知情同意书。
1.2　方法
1.2.1　基本信息情况
包括年龄、身高和体重，其中身高和体重根据《国民体质测定标准》(幼儿部分)[9]对受试幼儿进行测量，体质量指数(body mass index, BMI)按体重(kg)/[身高(m)]2计算。
1.2.2　粗大运动测试指标与流程
粗大动作测试参照粗大动作发育测试第二版(Test of Gross Motor Development-2，TGMD-2)[10]分为移动类和操作类技能测试两部分，其中移动类测试包含跑、前滑步、单脚跳、前跨跳、立定跳和侧滑步动作，操作类测试包含原地拍球、上手投球、双手接球、定点击球、踢球和地滚球动作，每项运动均有3~5条评价标准。两名评分员根据各动作的评价标准对录像中的动作进行观察和评分，达到者赋1分，未达到0分；各分项动作得分范围是跑0~8分、前滑步0~8分、单脚跳0~10分、前跨跳0~6分、立定跳0~8分、侧滑步0~8分、原地拍球0~8分、上手投球0~8分、双手接球0~6分、定点击球0~10分、踢球0~8分和地滚球0~8分；6个移动类动作分数之和为移动类总分(0~48分)，6个操作类动作分数之和为操作类总分(0~48分)，所有动作分数之和为该儿童粗大动作总分(0~96分)。总分越高，表明儿童粗大动作发展越好。
1.2.3　干预设计
干预组进行基于动作教育理念设计的体育活动，对照组进行该园原教学计划。尽管两种体育活动都存在动作教育，但本研究动作教育理念是在“知觉—动作”理论上发展而来的一种注重“感知觉训练”和“身体概念培养”、重视“动作过程”的动作教育活动[2]。两组运动均安排在户外活动，每周2次，每次40 min；干预周期为6个月，分别为2022年10—12月和2023年3—5月。干预组由各班教师根据课题组事先设计好的教案上课，干预前对教师进行培训；对照组由幼儿园体育教师上课。将动作教育理念融入体育活动，主要借描述动作培养幼儿身体概念，通过动作计划与动作回忆强化其身体感知觉。描述动作是让幼儿用语言表达与动作相关的问题。首先，描述身体哪个部位在做什么动作，将肌肉动作带至语言知觉的认知层次，如身体部位概念；第二，计划要做什么动作(动作计划)，培养幼儿动作名称和时空方位等身体意识，一般在引起动机部分，根据每次活动的内容假设一个场景，通过故事、情景或问题引出；第三，分享与讨论部分，老师以提问形式引导幼儿回忆动作(动作回忆)。
1.3　质量控制
干预前，对两组幼儿的基本情况进行统计学比较，差异无统计学意义后再进行干预。干预中，每周抽一次课，课堂上随机抽取两组幼儿(各2名)进行课间脉搏测试，以保证运动强度相当；其他体育活动，如早操、户外活动等，时间和内容也均相同。另外，寒假返园后，设置问卷对假期参加课外运动培训的幼儿进行统计并在处理数据时进行排除。
1.4　统计学分析
使用SPSS 27.0对数据进行正态分布检验和描述性统计，计数资料用频数或百分率描述，计量资料符合正态分布，用(x±s)表示。采用独立样本t检验比较基线信息；采用双因素重复测量方差分析两组实验前后的数据(组别、测试时间及组别×时间的交互效应)，若主效应或交互效应有统计学意义再进一步进行简单效应分析。检验水准α=0.05。
2　结果
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2.1　干预前两组幼儿基本情况
干预前，干预组与对照组儿童平均年龄、身高、体重和BMI分别为(4.16±0.23，4.24±0.20)岁、(111.09±0.07, 111.99±0.03)cm、(19.09±2.04，19.68±2.42)kg、(15.38±1.51，15.59±1.67)kg/m2，差异均无统计学意义(t值分别为-0.31，-0.34，-0.76，-1.12，P值均>0.05)。
2.2　运动干预对幼儿基本动作技能的影响
结果显示，幼儿粗大动作总分组别、时间的主效应以及组别×时间的交互效应均有统计学意义(F值分别为63.41，3 003.19，322.91)；进一步简单效应分析发现，干预前，干预组[(48.95±10.65)分]与对照组[(45.87±10.98)分]的粗大动作总分差异无统计学意义(F=3.69，P＞0.05)；干预后，干预组[(75.92±9.48)分]优于对照组[(59.52+12.12)分](F=168.15)，两组幼儿粗大动作得分均优于干预前(F干预组=3 498.90，F对照组=545.58)(P值均＜0.01)。
移动和操作动作中除跑和踢球外，其他各指标组别、时间主效应以及组别×时间的交互效应均有统计学意义(P值均＜0.01)；对组别×时间进一步进行简单效应分析，结果显示，干预前，干预组与对照组的移动、操作动作总分及立定跳、单脚跳、前跨跳、前滑步、侧滑步、原地拍球、双手接球、定点击球、上手投球和地滚球得分差异均无统计学意义(F值分别为2.94，1.90，2.56，3.01，0.60，3.38，0.54，0.09，0.44，0.04，3.58，0.01，P值均>0.05)；干预后，两组各指标得分均优于干预前(F干预组值分别为1 438.27，2 431.24，300.58，437.94，517.76，356.09，370.52，858.65，461.61，683.28，416.75，797.47，F对照组值分别为309.18，283.29，39.12，113.43，79.05，99.51，49.35，135.64，57.54，12.28，81.80，69.05)，干预组各指标得分均优于对照组(F值分别为97.58，210.71，48.55，63.79，80.19，43.57，66.69，81.45，60.12，297.71，44.37，150.69)(P值均＜0.01)。见表1~2。
3　讨论
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本研究显示基于动作教育理念设计的体育活动更能促进幼儿基本动作技能的发展，在促进跑和踢球动作发展方面，两组差异无统计学意义。原因可能为幼儿园体育教学活动的内容、方法、时间、组织形式、环境等均是幼儿基本动作技能发展的影响因素[4]。
由于理念不同，两种干预活动的目标、内容、组织形式和教学方法等均有所不同。动作教育理念下设计的体育活动，其主要目的是促进动作发展，采用的主要内容为基本动作技能的学习与练习，涉及的动作较多、较全面[5]。而幼儿园设计的体育活动，其主要目标是促进幼儿体质发展，采用的主要内容虽然也是基本动作技能的学习和练习，但涉及的动作较少、不够全面，主要涉及走、跑、跳、投、拍球、踢球等常见动作，较少涉及前滑步、侧滑步、上手投球、定点击球、地滚球等动作。由于主要目标不同，园内设计的体育活动更加注重身体素质练习，会出现让幼儿上肢长时间支撑地面练习上肢力量的情况；也会采用许多纯趣味性的游戏，在这些游戏中，幼儿运动较少、也未强调基本动作技能，最终导致2种干预方案的效果出现显著性差异。而跑和踢球动作在我国幼儿园的练习频率和比率均较高。因此，在促进这2个动作发展方面，两组干预效果差异无统计学意义。
另外，动作教育强调动作的过程。以3岁组幼儿“跑”的技能目标为例，多数幼儿园体育教学的技能目标是“迈开步子平稳地跑，双臂自然摆动；能连续跑半分钟等”[11-12]，强调对运动结果的要求。动作教育中“跑”的技能目标是“两臂弯曲于腰部，非支撑腿弯曲约90°等”，强调对运动过程的要求；即前者的目标为“跑得快”，后者的目标是“跑得对”。以篮球投篮动作为例，基于动作教育的体育课程强调投篮动作本身的练习，而不是投得准，这种强调过程的练习方式有利于强化动作的神经通路连接[13]。神经学理论认为，学习新动作是神经细胞间传递谷氨酸盐信号形成的新神经通路，不断重复激活或练习会让突触自发膨胀，建立更强的联系[14]。干预组通过让幼儿描述动作、动作计划、动作回忆等手段促使幼儿感知身体，不断调动、激活与动作相关的感知觉信息；这些信息被调动起来再次形成信息输入，经中枢神经系统处理后再次输出。输出不一定是动作，可以以本体感觉的形式在体内输出，即使没有实际做动作，幼儿在体内也可以强化建立起来的特定神经通路[15]。因此，干预组的练习方式加强了幼儿神经突触间的联系，促使神经通路链接建立更稳定，最终更能促进幼儿基本动作技能的提高。已有研究表明，身体感知觉与基本动作技能水平呈中度相关[16]，证明动作教育可以强化特定神经连接，而两者的关系也正是动作教育的理论渊源。
3~6岁是儿童动作发展的关键期，探索更适合3~6岁儿童的身体教育内容，在发展敏感期给予合理的干预，能更好地促进儿童动作发展。本研究证实基于动作教育理念的体育活动更能促进3~6岁儿童粗大动作的发展，说明以促进动作发展为主要目标、注重感知觉训练和身体概念培养的体育活动更能满足儿童身体发展的需要。在幼儿园和小学低年级应敏锐捕捉、把握儿童发展敏感期，在动作教育理念下开展体育活动，为其提供更多的练习机会，创造丰富环境、充分利用潜能，促进儿童更好地成长。
本研究存在一定的局限性：(1)研究中募集的幼儿受试者来自于青岛市，不能完全代表幼儿人群整体状况。(2)样本量较小，可能导致统计效力不足。(3)干预措施的标准化程度不足(每位幼儿老师对干预内容的理解和执行力会略有不同)，影响干预本身的效果。(4)虽然排除了专项训练活动的干预，但个人日常身体活动量未考虑在内，也会干扰干预效果，后期会采用穿戴设备如智能手环来监测身体活动量，以确保掌握更准确的信息。
基金
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  • 国家社科基金2020年度项目(20BTY070)
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2025年第46卷第7期
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doi: 10.16835/j.cnki.1000-9817.2025181
  • 接收时间：2024-11-22
  • 首发时间：2026-11-06
  • 出版时间：2025-07-25
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  • 收稿日期：2024-11-22
  • 修回日期：2025-04-30
基金
国家社科基金2020年度项目(20BTY070)
作者信息
    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

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姜桂萍，E-mail:
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2种不同金属材料的力学参数
科
Family		 属数
Number of
genus		 种数
Number of
species		 占总种数比例
Percentage of
total species (%)		 属
Genus		 种数
Number of
species		 占总种数比例
Percentage of total
species (%)
鹅膏菌科Amanitaceae 2 11 5.26 鹅膏菌属 Amanita 10 4.78
小菇科 Mycenaceae 2 12 5.74 丝盖伞属 Inocybe 5 2.39
多孔菌科 Polyporaceae 8 14 6.70 蜡蘑属 Laccaria 5 2.39
红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
红菇属 Russula 17 8.13
栓菌属 Trametes 5 2.39
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