滕州市初中生游泳恐水心理调节方法的研究

发布时间：2018-11-02 20:26

【摘要】：山东省针对中小学生进行普及游泳计划,而学生的恐水心理却是影响游泳教学质量的其中一个重要原因。本文以体育运动心理学、认知心理学和现代教学论为指导思想。通过采用文献资料法、专家访问法、问卷调查法、数理统计法和实验法,本论文分析研究了游泳初学者学生的恐水现象,并根据情绪调节理论设计出3种恐水心理的调节方法。在教学实验中,根据游泳教学的实际情况,运用于游泳初级班教学中,验证了其良好的效果。本文研究得出的结论如下:1调查结果显示,滕北中学初二年级游泳学习初,有轻度恐水同学和恐水心理的同学占73%。恐水心理对游泳教学效果会引发消极心理,消除或减轻恐水同学心理是提升游泳学习效果一个非常有用的途径。2游泳教学中学生的恐水心理产生的因素包括三个方面,情景因素即游泳教学中的场馆设施、泳池深度;生理因素是学生的本身素质和学习态度;认知因素是学生在游泳学习时出现错误技术导致失败转化为一种不良的刺激,产生恐水心理。3游泳教学中,恐水心理的调节分为原因调节和反应调节。其中原因调节包括游泳情境创设、注意力转移和认知的改变以及调整。反应调节是学生对于恐水心理于生理反应、主观体验和表情行为三面进行调节。4在游泳教学中,将恐水心理进行重度恐水、中度恐水、轻度恐水和不恐水四种划分。根据恐水心理调节理论,结合游泳教学的实际,设计出以下调节恐水心理的教学方法:(1)游泳表象演练调节法(2)游泳系统脱敏调节法(3)游泳暗示调节法。这三种方法作为游泳教学的辅助手段,在游泳教学实验中证明有显著性效果,有助消除恐水同学心理,提高学生游泳动作掌握,同样可以提升游泳教学的质量。
[Abstract]:Shandong province carries on the universal swimming plan for the primary and middle school students, but the students' fear of water is one of the important reasons that affect the swimming teaching quality. This paper is guided by sports psychology, cognitive psychology and modern teaching theory. By using the methods of literature, expert interview, questionnaire, mathematical statistics and experiment, this paper analyzes and studies the phenomenon of water phobia among the beginners of swimming, and designs three methods of regulating the psychology of water phobia according to the theory of emotion regulation. In the teaching experiment, according to the actual situation of swimming teaching, it is applied to the swimming junior class teaching, and its good effect is verified. The conclusions of this study are as follows: 1 the investigation results show that 73 students with mild fear of water and fear of water are in the first year of swimming study in the second grade of middle school in Tengbei. Water fear psychology can lead to negative psychology in swimming teaching. Eliminating or reducing the students' psychology is a very useful way to improve the swimming learning effect. 2 the factors of water fear psychology of middle school students in swimming teaching include three aspects. The scene factor is the facilities in swimming teaching, the depth of swimming pool; Physiological factors are students' own quality and learning attitude; Cognitive factors are the failure of students in swimming learning, resulting in failure into a bad stimulus, resulting in water-phobic psychology. 3 in swimming teaching, the regulation of water-fear psychology can be divided into cause regulation and response regulation. Among them, the adjustment includes the creation of swimming situation, the change of attention shift and cognition, as well as adjustment. The regulation of reaction is to regulate the students' physiological reaction, subjective experience and facial expression behavior. 4 in swimming teaching, the author divided the water-fear psychology into four categories: severe, moderate, mild and non-water-phobic. According to the theory of hydrophobic psychological regulation and the practice of swimming teaching, the following teaching methods were designed: (1) swimming imagery exercise adjustment method (2) swimming system desensitization regulation method (3) swimming hint regulation method. As an auxiliary means of swimming teaching, these three methods have been proved to have remarkable effect in swimming teaching experiment, which can help to eliminate the psychology of students who are afraid of water, improve the students' mastery of swimming movements, and also improve the quality of swimming teaching.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.96

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