自我决定理论视角下体育专业学生专项课学习情况研究

发布时间：2018-06-15 23:32

本文选题：体育专业学生 + 专项课　；参考：《南京师范大学》2017年硕士论文

【摘要】：体育专业学生专项课达270学时,占专业课总学时的12.85%,超过了其他任何一门课的学时,专项课的重要性不言而喻。学校一般根据场地、师资等自身资源设施开设专项,学生则从学校给定的体育项目中选择一个作为自己的专修内容。为了能更好的掌握一门体育运动的锻炼方法和手段,学生往往会从个人兴趣及身体素质考虑选择适合自己的项目进行学习。目前,由于社会对体育人才的需求开始有所针对、各种学校设施不足、教师资源缺少等外界环境,导致部分学生受外界因素干扰选择一个并不适合自己的专业项目,学习投入少,上课积极性低。专项技能薄弱,就业竞争力差。本研究以专项课学生学习情况为研究主线,采用文献资料法、访谈法、问卷调查法、数理统计法和逻辑分析等研究方法,结合动机、学习投入等心理变量,进行多层面的深入分析与研究。旨在了解性别、年级、专项分类三者不同的中介下学生专项课动机和学习投入的差别,最后以动机为自变量,学习投入为因变量进行多元回归分析。主要研究结论如下:1.女生在专项课显示出了更高的自主性动机,可以预测积极的学习现状;男生则显示出更高的控制性动机和无动机,预示着更有可能表现出消极的体育参与行为。2.大三年级学生的自主性动机高于大二年级,学习投入也呈此趋势。3.选择技战能主导类项目的学生在自主性动机和学习投入总分均高于技能主导类、体能主导类的学生,其中体能主导类的学生最低。4.体育专项课动机能够一定程度的预测学生学习投入情况。
[Abstract]:The special course of physical education majors has 270 hours, which accounts for 12.85 of the total hours of specialized courses, which exceeds the study hours of any other courses, so the importance of special courses is self-evident. Schools generally set up special projects according to their own resources, such as venues, teachers and other facilities, while students choose one of the sports items given by the school as their own specialized contents. In order to better grasp a sports exercise methods and means, students often from personal interest and physical fitness to choose suitable items for learning. At present, due to the social demand for sports talents, inadequate facilities in various schools, lack of teacher resources, and other external environments, some students are disturbed by external factors to choose a professional project that is not suitable for them. Less investment in learning, low enthusiasm for class. The special skill is weak, the employment competition ability is poor. This research takes the study situation of the special course student as the main line, adopts the literature material method, the interview method, the questionnaire survey method, the mathematical statistics method and the logic analysis research method, unifies the psychology variable such as the motive, the study investment, etc. Carries on the multilevel thorough analysis and the research. The purpose of this paper is to understand the differences of students' motivation and learning input under different mediations of gender, grade and special classification. Finally, multiple regression analysis is carried out with motivation as independent variable and learning input as dependent variable. The main conclusions are as follows: 1. Female students showed higher autonomous motivation in special classes, which could predict positive learning status, while boys showed higher controlling motivation and no motivation, indicating that they were more likely to show negative sports participation behavior. 2. The autonomous motivation of junior students is higher than that of sophomore students, and the learning investment is also in this trend. 3. The scores of autonomous motivation and total study input of the students who choose the technical and war ability leading items are higher than those of the students of the skill leading category, and the students of the physical ability leading class are the lowest. 4. The motivation of PE course can predict the students' learning input to a certain extent.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G807.4

【参考文献】