服务学习融入健身类课程的设计与成效研究

发布时间：2018-05-24 14:50

本文选题：服务学习 + 健身类课程　；参考：《长江大学》2017年硕士论文

【摘要】：服务学习作为加强高等教育与公共社会相联系的重要策略,正在被多个国家纳入教育方法范畴,并被引入主流课程之中。而健康评价与运动处方课程作为社会体育专业的特色课程与服务学习的结合也逐渐获得发展契机。本研究是在健康评价与运动处方的课程设计上,融入服务学习准备构思、服务实践、反思、庆贺评价的四个阶段,从服务学习参与者的角度来探讨短期服务学习教学成效。采用问卷调查法了解服务学习在健康评价与运动能处方课程中的实施现状,并对其进行描述统计分析,结合该课程特色制定相应的教学计划和方案设计;运用教学实验法对参与学生进行相关干预,在理论课中渗透服务学习理念,实践中引导学生以小组方式共同设计和执行服务方案,从而探究服务学习融入对参与学生在参与动机、专业知识的学习和情感态度因素,以及学生个人在社会认知、专业知识与技能、专业精神、职业发展、个人成效等方面的影响,研究得出以下结论:1.服务学习在健身类课程教学过程中运用较少。在课程设计制定前期通过发放问卷了解当前学生、教师对服务学习的认知程度以及教师在教学过程中关于服务学习渗透的现状。研究表明,健身类人才在培养过程中倾向于对于社会适应能力的培养,而在精神境界层次方面和提升服务意识等方面却完全被忽略。因此本研究着力制定的设计具有较强的可行性和必要性。2.服务学习融入健身类课程在学生服务动机的改善方面影响较大。实验前,实验组和对照组学生参与服务学习动机的P值根据独立样本T检验,两组之间不存在显著性差异,参与学习动机基本一致。实验后,实验组学生在各方面的动机得到提高,尤其是在实现自我效能、促进职业生涯规划两个方面存在显著差异,服务学习的融入对健身类课程有助于学生服务学习参与动机的提高。3.服务学习融入健身类课程对学生专业知识学习和应用、非专业技能因素、情感态度因素方面成效的不大。实验后,实验组和对照组学生在以上三个方面均存在差异,但实验组学生在专业知识的学习和应用方面和非情感态度两个方面的成效较对照组差异性显著。4.服务学习的融入对学生个人成效的影响显著,尤其是在专业精神、职业生涯规划和自我效能三个方面存在较为显著的差异。实验后通过比较实验组和对照组学生个人成效,我们可以发现实验组学生在服务意识和能力的提升,深入了解服务学习相关内容,专注服务过程,重视工作与社会需求的关联性,对未来生涯发展更具有信心,自我价值得到实现,成就感加强,自我认同感提升方面的P值均小于0.01,说明学生在服务学习后在个人成效方面有较大的提升。
[Abstract]:As an important strategy to strengthen the relationship between higher education and public society, service learning is being brought into the category of educational methods by many countries and introduced into mainstream curriculum. As a combination of characteristic curriculum and service learning, health evaluation and exercise prescription have gradually gained the opportunity of development. In the course design of health evaluation and exercise prescription, this study integrates the four stages of service learning preparation, service practice, reflection and celebration evaluation, and discusses the teaching effect of short-term service learning from the perspective of service learning participants. The present situation of service learning in the curriculum of health evaluation and exercise energy prescription was investigated by questionnaire, and the corresponding teaching plan and scheme design were made according to the characteristics of the course. Using the method of teaching experiment to interfere with the participating students, infiltrating the concept of service learning in the theory class, guiding the students to design and implement the service plan in a group way. Thus, the influence of service learning integration on participating students' participation motivation, professional knowledge learning and emotional attitude factors, as well as students' individual social cognition, professional knowledge and skills, professional spirit, professional development, personal effectiveness, etc. The study came to the following conclusion: 1. Service learning is seldom used in the teaching of fitness courses. In the early stage of curriculum design, we can find out the current students, teachers' cognition of service learning and the current situation of teachers' infiltration of service learning in the process of teaching. The research shows that the fitness talents tend to cultivate the ability to adapt to the society in the process of training, but they are completely ignored in the aspects of spiritual realm level and promotion of service consciousness. Therefore, the design of this study has strong feasibility and necessity. Service learning and fitness courses have great influence on the improvement of students' service motivation. Before the experiment, there was no significant difference between the two groups according to the independent sample T test, and the learning motivation of the two groups was basically the same. After the experiment, the motivation of the students in the experimental group was improved in all aspects, especially in achieving self-efficacy and promoting career planning. The integration of service learning helps to improve students' motivation to participate in service learning. Service learning and fitness courses have little effect on students' professional knowledge learning and application, non-professional skill factors and affective attitude factors. After the experiment, there were differences in the above three aspects between the experimental group and the control group, but the effect of the experimental group on the study and application of professional knowledge and non-emotional attitude was significantly higher than that of the control group. 4. The integration of service learning has a significant impact on students' individual effectiveness, especially in the three aspects of professional spirit, career planning and self-efficacy. After the experiment, we can find that the students of the experimental group have improved their service consciousness and ability, have a deep understanding of the relevant contents of service learning, and focus on the service process by comparing the individual effectiveness of the experimental group and the control group. Attach importance to the relevance of work and social needs, have more confidence in future career development, realize self-worth, and strengthen a sense of achievement. The P value of self-identity promotion was less than 0.01, which indicated that the students had a great improvement in personal performance after serving learning.
【学位授予单位】：长江大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G807.4

【相似文献】