摘要
游泳运动对于儿童的生长发育有很好的促进作用，然而儿童在游泳学习的过程中，特别是初学游泳过程中容易在心理上出现恐水心理的心理障碍现象，这种现象严重的影响儿童游泳初学者的继续学习，这是影响教学效果的一个重要因素。如何通过游泳课程教学帮助儿童克服恐水心理，并使儿童较快的掌握游泳技术，本研究将进行论述。
本论文采用文献资料法，教学观察法、问卷调查法、教学访谈法，对平顶山市体校暑期培训班 100 名 10‐12 岁的儿童游泳学习情况进行了为期 15 天的调查研究，目的是遵照儿童生理和心理特点有效进行游泳教学，克服儿童恐水心理，提高游泳教学质量。对 15 天的教学观察记录和谈话记录进行相关的统计分析，研究得出结果如下：
（1）通过对游泳培训班儿童初学者所进行的游泳起始水平、兴趣爱好、恐水原因、恐水程度的观察、统计和详细数据分析，得出 10-12 岁的儿童恐水心理及心理障碍产生的原因分为：内部因素为儿童自身因素如：年幼，对外界环境的改变不适应，心理不成熟，很容易产生自卑和胆怯心理；同时儿童也没有形成从事学习活动的主观动力，从而造成缺乏学习动机；由于受到周围的人和事物的影响，害怕受到伤害和失败的情境再现而产生恐水心理。恐水心理及心理障碍产生的外部因素为外界环境的改变，曾经出现过的喝水、呛水等现象、溺水事故；教师的教学内容方法没有掌握儿童的心理，不了解儿童产生恐水心理的成因，再加上教学内容方法的不恰当，这些都是儿童游泳初学者产生恐水心理的主要因素。
（2）通过研究的过程表明，熟悉水性教学方法符合儿童的兴趣特点，在儿童游泳初学者的克服恐水教学中有最好的教学效果，使儿童的基础教学和训练具有更长久的可持续发展，为以后的体育教学和训练打下坚实的基础。
（3）通过研究的过程表明，表扬教学法可以使儿童建立克服怕水的信心，迅速提高学生的自信心，超越自我，是游泳教学方式中一种重要的教学手段。
（4）榜样塑造教学法是教师非常喜欢的一种行之有效的方法，特别是利用中等或中等偏下的学生做示范，能帮助儿童克服怕水的心理，同时也使儿童获得良好的行为习惯和高尚的思想品质。
（5）本研究的数据表明通过观察、模仿和反复练习儿童游泳初学者的游泳技能学习才能得以提高，动作控制学习和游泳完整技术学习得以加强。
根据本研究结果提出以下建议：（1）游泳教学中，儿童恐水心理的主要原因是对于水具有浮力、压力、阻力等特性的不熟悉造成的；（2） 熟悉水性教学对于克服儿童恐水心理至关重要；（3）表扬教学可以有效提高儿童的学习兴趣，可以帮助儿童建立克服怕水的心理，迅速提高学生的自信心，超越自我；（4）模仿学习可以帮助儿童克服恐水心理，积极促进儿童掌握游泳技术，建立正确的技术动力定型，从而取得优良的游泳学习成绩。（5）克服儿童游泳学习中的恐水心理，应由提升兴趣、学习技术（艺高人胆大）、表扬激励、模仿学习、强化练习（胆大艺更高）等相互结合、相互促进，才能取得最好的效果。
关键词：游泳教学；儿童；恐水心理；教学方法
Abstract
Swimming for the growth and development of children has a very good role inpromoting, however, children in the process of learning to swim, especiallybeginnersswimming process prone to psychological obstacle phenomena ofhydrophobia psychologyin psychology, this phenomenon seriously affect children's swimming beginners to learn,this is one of the important factors that influence the effect of teaching . How to helpchildren overcome the fear of water swimming teaching psychology, and the masterswimmingtechnology quickly children, this study will be discussed.
In this paper, using the method of literature, teaching observationmethod,questionnaire survey method, teaching interview, on the Pingdingshan citysportsschool summer training class of 100 children aged 10-12 swimminglearning wereinvestigated in 15 days, to comply with the children'sphysiological and psychologicalcharacteristics in swimming teaching,overcome the children hydrophobia psychological,improve swimmingteaching quality. On the teaching of observation and conversation 15days of record related statistical analysis, research results are as follows:
（1） Based on swimming training children beginners swimming start level,hobbies,hydrophobia, hydrophobia degree of observation, statistics anddetailed data analysis, thereason that children aged 10-12 hydrophobiamental and psychological barriers are dividedinto: internal factors for the children's own factors such as: young, to the externalenvironment change does not adapt, psychology is not mature, it is easy to produceinferiority and shyness; at the same time, children are not subjective motive to engage inlearning activities, resulting in the lack of learning motivation; due to the people andthings around, afraid of hurt and situational reproductionfailure caused hydrophobiapsychology. External factor hydrophobiapsychology and psychological disorder for theexternal environmentchange, there have been drinking water, drowning, chokingphenomena such as accident; teaching methods teachers do not master of children'spsychology, do not understand the causes of children of hydrophobiapsychological,coupled with the teaching content and methods is not proper,these are the main factors ofchildren swimming beginners produceshydrophobia psychology.
（2）the research indicates that, with water teaching method withcharacteristics of children's interest, the children swimming beginnersovercome the best teaching effect inthe teaching of the hydrophobic,children's basic teaching and training with the sustainabledevelopment for longer, and lay a solid foundation for the future physical educationteaching and training.
（3）through the research process that, praised the teaching method can helpchildrenovercome the fear of water to establish confidence, rapidly improvetheir self-confidence,beyond the self, is an important means of teaching inswimming teaching.
（4）model building teaching method is an effective method for teachers like very much,especially to do demonstration with medium or lower middle students, can help childrenovercome the fear of water, but also enable children to acquire good habits and noblequalities.
（5）the data of this study showed that observation, imitation and repetition,childrenswimming beginners swimming skill learning can be enhancedthrough learning, actioncontrol and complete technical learning to swim.
According to the results of this study proposed the following suggestions:（1） theswimming teaching, the major causes of children hydrophobiapsychology is buoyant,pressure, resistance and other properties for waternot familiar cause; （2） with water toovercome the psychological importanthydrophobic teaching children; （3） praise teachingcan effectively improve the children's interest in learning establish, can help childrenovercome the psychological fear of water, rapidly improve their self-confidence, beyondthe self; （4） the imitation learning can help children overcome the fear of water, andactively promote the children master swimming technology,establish correct technical power setting, so as to achieve excellentswimming learning achievement. （5） the childrenswimming in learninginterest, enhance the hydrophobic by psychological, learningtechnology（daredevil）， praise stimulated, imitation learning, strengthening exercises（boldart higher） combined with each other, mutual promotion, to get the best results.
Key words: swimming teaching; children; hydrophobiapsychology; teaching methods
目 录
摘要
Abstract
第一章 绪论
第一节 选题依据
一 现实依据
二 理论依据
第二节 研究目的及意义
一 研究目的
二 研究意义
第三节 文献综述
一 儿童概念的界定
二 儿童的心理特点
三 恐惧心理
四 游泳学习中恐水心理成因
五 儿童恐水心理的行为表现
六 消除儿童游泳初学者恐水心理的对策
七 克服儿童游泳恐水心理的教学方法研究
第二章 研究对象与研究方法
第一节 研究对象
第二节 研究方法
一 文献资料法
二 教学观察法
三 教学访谈法
四 问卷调查法
第三节 数据处理
第三章 研究结果
第一节 问卷调查及教学观察结果
一 问卷统计结果与教学观察结果
第二节 儿童游泳学习成绩
一 游泳技术起始水平的观察
二 儿童游泳学习成绩
第三节 游泳进度与教学法
第四章 讨论
第一节 熟悉水性教学 --- 克服恐水心理
第二节 表扬教学-提高学习兴趣、提高学习成绩
一 表扬的定义和类型
二 表扬的效果
第三节 模仿学习法
一 模仿学习法的定义及分类
二 榜样塑造法
第五章 结论与建议
第一节 结论
第二节 研究局限与建议
参考文献
