Department of Didactics of Musical, Artistic and Corporal Expression, Faculty of Education, University of Valladolid, 34004 Palencia, Spain.
Department of Research and Psychology in Education, Faculty of Education, Universidad Complutense de Madrid, 28040 Madrid, Spain.
Int J Environ Res Public Health. 2020 Nov 19;17(22):8599. doi: 10.3390/ijerph17228599.
Fostering student's map reading skills, specifically understanding contour lines, is a challenging area of the Physical Education curriculum.
238 students in their first year of secondary education (Mage = 13.1) were randomly assigned to one of these experimental conditions in physical education classes: (a) Teaching intervention 1 (TI-1): integrating the concept of contour lines into practical sessions of acrobatic gymnastics; (b) TI-2: theoretical sessions regarding contour lines; (c) Active control (AC): reading an introductory text about topographic maps; and two passive controls (PC) without any intervention, (d) PC-1 and (e) PC-2.
All students, except for PC-2, improved their knowledge of contour lines. Nevertheless, performing corporal figures (in TI-1) and employing pointing and tracing gestures (in TI-2) helped students to correctly resolve a broader range of tasks.
The results highlighted the benefits of teaching proposals that favor movement and the experience of the body.
培养学生的读图能力，特别是理解等高线，是体育课程中的一个具有挑战性的领域。
在体育课程中，将 238 名处于基础教育第一年的学生（平均年龄=13.1 岁）随机分配到以下实验条件之一：（a）教学干预 1（TI-1）：将等高线概念融入到杂技体操的实践课程中；（b）TI-2：关于等高线的理论课程；（c）主动控制（AC）：阅读有关地形图的入门文本；和两个没有任何干预的被动控制（PC），（d）PC-1 和（e）PC-2。
除了 PC-2 之外，所有学生都提高了他们对等高线的认识。然而，进行身体动作（在 TI-1 中）和运用指向和跟踪手势（在 TI-2 中）有助于学生正确解决更广泛的任务。
结果强调了有利于运动和身体体验的教学方案的好处。
