基于ARCS动机策略的体育院校铅球普修教学的实验研究

发布时间：2018-06-01 05:25

本文选题：ARCS动机策略 + 铅球教学　；参考：《广州体育学院》2017年硕士论文

【摘要】：动机是推动一个人进行活动的心理动因或内部动力,人维持一系列的身体活动,其直接的推动力来自于动机。体育院校田径教学中,激发和维持学生的学习动机,提高教学的效果和质量,使学生在整个学习过程中始终保持专注和主动,成为研究者所密切关注的课题。如何具体地将这一重要因素融入运用到教学实践中改善教学效果,一直困扰着广大教学科研人员。美国弗罗里达州大学Keller教授综合前人多种学习动机理论,提出的了ARCS动机设计模型,即Attention(注意),Relevance(关联),Confidence(自信),Satisfaction(满足),简称ARCS动机模型。该模型自创建以来,引起了人们的广泛关注,并在各领域,尤其是在教育领域进行了广泛而深入的实证研究,且应用效果明显。但是在我国,关于ARCS动机设计模式的研究成果其研究范围主要集中于对中小学理论课程的研究,面向体育院校大学生铅球普修教学的研究比较罕见。本研究运用文献资料法、教学实验法、等相关研究方法,对ARCS动机策略在体育院校大学生铅球普修教学中的应用效果进行实验研究,得出以下结论:(1)在实验前,实验班与对照班的动机水平和铅球成绩P值均0.05,无显著性差异。两个班级学生动机水平各指标分值按照得分高低依次为相关性满足感自信心注意力。(2)实验班实验前后动机水平的各个维度的P值均0.05,具有显著性提高;在技术方面,学生实验前后的铅球技评、达标和总成绩P值均0.01,进步幅度非常明显。(3)照班学生实验前后动机水平的各个维度,只有自信心维度的P值0.05,具有显著性提高。在技术方面,学生实验前后的铅球技评、达标和总成绩P值均0.05,进步幅度也十分明显。(4)实验后实验班和对照班学生学习的注意力、相关性、满足感维度和整体动机水平P值均0.05,动机水平均有明显提高;在技术方面,实验班较对照班的技评分高了5.12分,达标分提高了6.73分,总成绩高了5.93分。说明两种教学法对学生学习动机水平和铅球成绩都具有不同程度的促进作用。相比较而言,ARCS动机策略更能有效的激发和维持学生的铅球学习动机,教学效果更好。
[Abstract]:Motivation is the psychological motivation or internal motive force to promote a person to carry on the activity, the person maintains a series of physical activities, its direct impetus comes from the motive. In track and field teaching in physical education colleges, it has become a subject that researchers pay close attention to, to stimulate and maintain students' learning motivation, to improve the effect and quality of teaching, and to keep students' concentration and initiative in the whole learning process. How to apply this important factor into teaching practice to improve teaching effect has been puzzling the teaching and research staff. Professor Keller, University of Florida, United States of America, synthesizes many previous theories of learning motivation, and puts forward a model of ARCS motivation design, which is called "relevance" (relevance) (ARCS) motivation model. Since its establishment, the model has attracted wide attention, and has carried out extensive and in-depth empirical research in various fields, especially in the field of education, and the application effect is obvious. However, in our country, the research results of ARCS motivation design model mainly focus on the theoretical curriculum of primary and secondary schools, and the research on the general teaching of shot put for college students in physical education colleges is relatively rare. By using the methods of literature, teaching experiment and other relevant research methods, this study makes an experimental study on the application of ARCS motivation strategy in the general course teaching of shot put for college students in physical education colleges. The following conclusions are drawn: 1) before the experiment, There was no significant difference in motivation level and shot put between the experimental class and the control class (P = 0.05). The scores of each index of motivation level of students in two classes were as follows: correlation, satisfaction, self-confidence, attention, etc.) each dimension of motivation level in experimental class was 0.05 before and after the experiment, which had significant improvement; in technical aspect, The scores of shot put before and after the experiment were 0.01, and the range of improvement was very obvious. (3) all the dimensions of students' motivation level before and after the experiment, only the P value of self-confidence dimension were 0.05, which had significant improvement. In the technical aspect, the students' shot put before and after the experiment, the score of the shot put and the total score P were 0.05, and the range of improvement was also very obvious. 4) after the experiment, the students' attention and correlation between the experimental class and the control class were studied. The scores of satisfaction and overall motivation were 0.05, and the level of motivation were significantly improved. In technical aspect, the technical score of the experimental class was 5.12 points higher than that of the control class, the standard score increased 6.73 points, and the total score was 5.93 points higher than that of the control class. It shows that the two teaching methods can promote students' learning motivation and shot put in different degrees. Compared with ARCS, ARCS can stimulate and maintain students' shot learning motivation more effectively, and the teaching effect is better.
【学位授予单位】：广州体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G824.1-4

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