Exploration of Applying Teaching Methodology to Massage Manipulation

DOI

10.2991/ieesasm-16.2016.82How to use a DOI?

Keywords

Massage Manipulation, Classroom Teaching, Teaching Methodology, Staged Teaching Method.

Abstract

During recent years, with the increase of material living standard, people have paid more and more attention to the physical conditions. Thus the massage manipulation teaching which can impose certain impact on people's health has also gradually attracted wide attention. Especially during the 10- year integral moving of Guangzhou Higher Education Mega Center, our university has developed the Massage Manipulation—interscholastic course of Guangzhou Higher Education Mega Center. To give the lecture well among those students having no medical foundation and let them actually master the essentials, further to apply the knowledge to daily life and safeguard health, it requires students to possess skillful massage manipulation. Therefore, teaching of massage manipulation has just become the key teaching content. On the basis of briefly illustrating the countermeasures of promoting teaching quality of massage manipulation, it takes the staged teaching method as an example and analyzes the concrete method of applying the teaching method to massage manipulation, with the hope of offering corresponding support and reference for the development of massage manipulation teaching.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Liangbing Yang
AU  - Ying Shao
AU  - Haikuan Wang
PY  - 2016/09
DA  - 2016/09
TI  - Exploration of Applying Teaching Methodology to Massage Manipulation
BT  - Proceedings of the 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016)
PB  - Atlantis Press
SP  - 389
EP  - 393
SN  - 2352-5428
UR  - https://doi.org/10.2991/ieesasm-16.2016.82
DO  - 10.2991/ieesasm-16.2016.82
ID  - Yang2016/09
ER  -