The Research On Characteristics And Teaching Strategies Of Gross Motor Development In Preschool Children

This study from the perspective of motor development,using the theory of dynamical systems,the constraint theory analysis of basic features of children’s gross motor development,different teaching strategies on the empirical kindergarten’s effect of the gross motor development.The research mainly includes:(1)to verify the reliability and validity of the whole set of measurement tools for the the gross motor development.(2)to analyze the law of development,sequence,age and sex of gross motor in children.(3)to construct the teaching strategies for the gross motor development based on the core movement experience.(4)to verify the effect of the teaching strategy based on the core movement experience on the children’s gross motor development.The conclusions are as follows:Measuring tool:The development of a complete set of measurement tools for the gross motor development showed good reliability and validity in the measurement of the development of gross motor.The development of characteristics:children’s gross motor development showed significant differences in the development level of three age groups.The small age group only one hand hit the rebound and kicking the ball fixed development level showed gender differences;middle age groups run,skip,hands waving the bat fixed ball,single hand hit counter Pinball,place ball development level showed gender differences;large age group side slide,jumping and kicking the ball fixed development level showed gender differences.The general features of movement mode is not fixed,the body coordination ability,coherence is not strong,balance ability,waist and leg strength is insufficient,the sense of direction and the sense of space and distance,dominant side and non dominant side performance differences.Empirical study:The experimental group of all ages of children before and after the experiment of gross motor development level difference is very significant(P < 0.01),the operation of action is better than the experimental movement,no significant gender differences in the action of the development level of all age groups before and after the experiment(P>0.05).There was no significant difference between the control group and the control group before and after the experiment.The results showed that the mobility experiment was better than that of the operative action in the control group.In addition,hop overhand pitch of individual test items showed gender differences were not significant gender differences in the development level of action.The experimental group and the control group of children received different teaching strategies after the jump and standing long jump and 7 operations of motor development level had a significant difference(P < 0.01),the experimental group teaching strategies on the effect of operation of motor development was significantly better than the control group.There was no significant difference between the two groups in the balance ability.Teaching guidance strategy:There was no significant difference in the effect of the interaction between different experimental groups and gender on the development of children’s big muscle movements(P>0.05).The results provide a theoretical basis for the measurement of the children’s gross motor development and the relevant teaching guidance,which is of guiding significance for the reform and innovation of the teaching methods and strategies.