不同性格特征中学生体育课前后心境变化的研究

发布时间：2018-03-14 13:12

本文选题：中学生　切入点：心境　出处：《苏州大学》2016年硕士论文　论文类型：学位论文

【摘要】：研究目的:研究通过对不同性格特征中学生体育课前、后心境变化的分析研究,了解体育课对中学生心理活动的不同影响,以期为制定科学合理的体育教程、因材施教提供依据,从而使中学生能以更加良好的心境状态面对学校生活。研究方法:选定苏州某高中高二年级483名在校学生作为实验对象,其中男生274、女生209,平均年龄16~20岁。实验分为三个阶段进行,于实验前、中、后对实验对象分别进行量表调查和评定。第一阶段为实验前(即体育课前),向实验对象发放艾森克人格问卷(EPQ)以及心境状态量表(POMS),第二阶段为实验中(即一周体育课后)再次对实验对象发放心境状态量表(POMS),第三阶段为实验后(即两周体育课后)对实验对象又一次发放心境状态量表(POMS)。实验实施者在学生完成问卷填写后,立即收取问卷并完成数据的统计工作。所测数据采用SPASS For Windows 17.0软件进行数据分析。研究结果:1.实验前:(1)实验对象中男、女生在P、E、N、L维度得分差异有统计学差异,男生的P、E分高于女生(p0.05),但男生N、L分低于女生(P0.05),男女生在E、N维度的得分比较中上非常显著(P0.01);男生的精神质(P)、内外向(E)、情绪稳定性(N)高分比例均高于女生,但效度量表(L)高分比例小于女生。(2)男生的心境状态总得分低于女生(即男生的TMD值低于女生),男生TMD值为108.37±20.05、女生TMD值为110.43±22.63。说明在体育课前男生的心境状态好于女生;在愤怒、抑郁和精力三个维度得分中,男生的得分都要高于女生;在紧张、疲劳、慌乱和自尊四个维度得分中,则女生的得分要高于男生(P0.05或P小于0.01)。2.实验中:男生的心境状态总得分低于女生(即男生的TMD值低于女生),男生TMD值为111.24±22.05、女生TMD值为113.33±22.63。(P0.05或P小于0.01);与体育课前男女生心境状态总得分比较,有所下降。3.实验后:男生的心境状态总得分低于女生(即男生的TMD值低于女生),男生TMD值为7.17±3.76、女生TMD值为7.54±2.99(P0.05或P小于0.01);与体育课前男女生心境状态总得分比较,有大幅度下降。研究结论:1.不同性格特征中学生体育课前、后的心境状态存在差异:乐观开朗类型的中学生较多表现出积极的心境状态,焦虑易怒类型的中学生较多的表现出消极的心境状态;2.体育课对促进不同性格特征中学生积极心境状态的唤醒以及维持时期的保持均有积极作用,有利于改善中学生的消极心境,提高中学生学习效率;3.体育课对不同性别中学生心境状态的影响存在差异:男性中学生比女性中学生较多表现出积极的心境状态,较少表现出消极的心境状态。
[Abstract]:Objective: to study the different effects of physical education on the psychological activities of middle school students before and after physical education with different personality characteristics, in order to make a scientific and reasonable course of physical education, the purpose of this study is to analyze the changes of state of mind before and after the physical education of middle school students with different personality characteristics. Teaching students in accordance with their aptitude can help them to face school life in a better state of mind. Methods: 483 senior middle school students in a senior high school in Suzhou were selected as the subjects of the experiment. Among them, 274 boys and 209 girls, with an average age of 16 to 20 years, were divided into three stages: before the experiment, in the middle of the experiment, The first stage was before the experiment (i.e., before physical education, the Eysenck personality questionnaire was issued to the subjects) and the state of mind scale (POMS), the second stage was in the experiment (I. e., one week body). In the third stage, after the experiment (that is, after two weeks of physical education), the subjects were again given the state of mind scale (POMS). After the students completed the questionnaire, the experimental implementers completed the questionnaire. The data were analyzed with the software SPASS For Windows 17.0. The results showed that there were significant differences in scores of male and female subjects in the dimension between male and female subjects before the experiment. The P0. 05 scores of male students were higher than that of girls, but the scores of Nel scores of boys were lower than those of girls. The scores of male and female students were significantly higher than those of female students in the scores of en dimension (P 0. 01), and the high scores of mental quality, introversion and extroversion, emotional stability of boys were higher than those of girls, while the scores of male and female students were significantly higher than those of female students, and the scores of male and female students were significantly higher than those of female students. The total score of male students was lower than that of girls (that is, the TMD value of boys was lower than that of girls, the TMD value of boys was 108.37 卤20.05, and the TMD value of girls was 110.43 卤22.63). This indicated that the mood state of boys was better than that of girls before physical education. Of the three dimensions of depression and energy, boys scored higher than girls; in the four dimensions of stress, fatigue, panic and self-esteem, The score of female students was higher than that of boys (P0.05 or P < 0.01). In the experiment, the total score of mental state of male students was lower than that of girls (that is, the TMD value of boys was lower than that of girls, the TMD value of boys was 111.24 卤22.05, the TMD value of girls was 113.33 卤22.63.00.05 or P < 0.01), and that of boys before physical education was lower than that of girls. The total score of female students' state of mind was compared, After the experiment, the total score of mental state of male students was lower than that of female students (that is, the TMD value of male students was lower than that of female students, the TMD value of boys was 7.17 卤3.76, the TMD value of girls was 7.54 卤2.99p 0.05 or P < 0.01), and the total score of mood state of male and female students before physical education was lower than that of male students before PE class. The results showed that there were significant differences in the mood state of middle school students with different personality traits before and after physical education. The students with optimistic and cheerful types showed positive state of mind. Students with anxiety and irritability tend to show negative state of mind 2.PE has a positive effect on arousal of positive state of mind of students with different personality characteristics and maintenance period. The effects of physical education on the mood state of middle school students of different genders were different: male middle school students showed more positive state of mind than female middle school students. Less negative state of mind.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.96

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