An Empirical Study On The Promotion Of Fine Motor Ability Of 4-5 Year Old Children By Functional Motor Teaching

Research objectives: To sort out the development rules of children’s fine motor,the functional anatomical characteristics of hand and forearm combined with elbow joint,establish the fine motor training model,and design the functional motor teaching program based on the functional motor teaching theory.To investigate the effect of functional motor teaching intervention on the level of fine motor ability of 4-5 year old children.Research methods: Through literature review and expert interview,functional movement teaching program was designed.According to the principle of random sampling,Fifty-eight 4-5 years old children were selected as experimental subjects,divided into experimental group and control group,experimental group 30 people,control group 28 people.The experimental group adopted the functional movement teaching program for intervention,while the control group followed the kindergarten-based curriculum.The experiment cycle was 8 weeks,with 40 minutes for each class twice a week.The fine motor ability was evaluated by the fine motor test of Pea Body Motor Development Scale(SECOND edition).Paired sample T test was used to compare the index changes before and after the experiment.Independent sample T test was used to compare the index changes of different genders and groups before the experiment.Covariance analysis was used to compare the changes of indicators in different genders and groups after the experiment,and the score before intervention was taken as a covariable.All experimental data were expressed as Means±SD,and P<0.05 indicated significant differences.Research Results :(1)before intervention,there was no significant difference in fine motor ability score and total score between the experimental group and the control group(P>0.05);At the same time,there was no significant difference between genders in the experimental group and genders in the control group in fine motor ability score and total score(P>0.05).(2)The total score of fine motor ability test in the experimental group and the control group was significantly increased after eight weeks of intervention compared with that before intervention(P<0.01,P<0.05).In the experimental group,the scores of grasping test and motor vision integration test were significantly improved(P<0.01,P<0.01).However,there was no significant improvement in grasping score of male and female students in control group(P>0.05,P>0.05).In the control group,there was no significant improvement in the scores of boys(P>0.05),while girls(P<0.01).(3)After eight weeks of intervention,the scores and total scores of fine motor ability test in the experimental group and the control group were significantly increased(P<0.01),and the scores and total scores of fine motor ability test in the experimental group and the control group were significantly increased(P<0.01).After intervention,there were no significant differences in grasp score,motor vision integration score and total score between different genders in the experimental group and the control group(P>0.05).Research conclusions : The 8-week functional motor teaching can effectively improve the grasp and motor visual integration ability of 4-5 year old children,and then improve their fine motor ability;Compared with kindergarten-based curriculum,it has advantages of comprehensiveness and hierarchy.Emphasis on movement exercises,balance of left and right hands and core stability exercises may be the reason why functional movement teaching is better than kindergarten-based courses.