学校体育游戏干预对中学生挫折承受力影响的实验研究

发布时间：2018-12-11 09:09

【摘要】：在这个瞬息万变和竞争激烈的时代,中学生不仅需要储备深厚的文化基础知识,更需要练就较强的心理素质,学会自我调控,进而更好的适应社会。可以说,良好的心理素质是中学生走向成功和未来的重要条件之一。然而,处于这个时期的中学生脾气暴躁、易冲动,且缺乏一定的生活经历和心理磨练,导致其受挫力欠缺,心理承受力较差,在遇到困难和挫折的时往往消极颓废。近年来,让人触目惊心的关于中学生因承受不了一点挫折,而选择自杀事件的消息屡见报道。为此,中学生心理素质的培养,尤其是挫折承受力的培养已成为素质教育的重要内容之一。而体育游戏恰好对学生非智力因素的培养和激发有一定的促进作用,如培养学生顽强的意志力、勇于挑战困难和抵抗挫折的能力。因此,本文在教学实验中通过体育游戏的手段试图提高学生的挫折承受力,培养他们良好的心理素质,使其健康发展。本文主要以文献法、问卷调查法、实验法和数理统计法为研究方法,以《青少年心理韧性量表》和《中学生应对方式量表》为实验的测量工具,从山西师范大学实验中学的高二年级中选取2个班级,作为实验班和对照班。通过体育游戏干预的教学实验,采用实验班和对照班前后测的实验设计,来探析体育游戏干预对中学生应对方式和心理韧性的影响作用,进而得知体育游戏干预对中学生挫折承受力的影响。得出以下结论:(1)实验前实验班和对照班学生的心理韧性整体处于中等水平;学生遇到挫折或困难时,更多采用的是积极的应对方式,使用六种应对方式的顺序为:问题解决,退避,忍耐,求助,发泄,幻想。(2)通过体育游戏干预,实验后实验班和对照班、实验班实验前后的心理韧性有显著性;其目标专注、情绪控制、积极认知和人际协助因子有显著性差异;而家庭支持因子没有显著性差异。说明体育游戏干预对中学生心理韧性水平有显著的提升作用,且具体表现在目标专注、情绪控制、积极认知和人际协助因子上。(3)通过体育游戏干预,实验后实验班和对照班、实验班实验前后应对方式的问题解决、求助、退避和发泄维度有显著性差异;而应对方式的幻想和忍耐维度没有显著性差异。说明体育游戏干预对中学生应对方式有一定的促进作用,具体表现在问题解决、求助、退避和发泄维度上。(4)综合体育游戏干预对心理韧性和应对方式这两个量表检验指标的影响,得出体育游戏干预能够有效提高中学生的挫折承受力。
[Abstract]:In this era of rapid change and fierce competition, middle school students not only need to store profound cultural basic knowledge, but also need to practice a strong psychological quality, learn to self-control, and then better adapt to the society. It can be said that good psychological quality is one of the important conditions for the success and future of middle school students. However, the middle school students in this period are grumpy, impulsive, and lack of certain life experience and psychological training, resulting in a lack of frustration, poor psychological tolerance, often negative decadence in the face of difficulties and setbacks. In recent years, it has been reported that high school students choose suicide because they can't bear a little frustration. Therefore, the cultivation of middle school students' psychological quality, especially the training of frustration tolerance, has become one of the important contents of quality education. Sports games can promote the cultivation and stimulation of students' non-intelligence factors, such as cultivating students' indomitable willpower, daring to challenge difficulties and resisting setbacks. Therefore, in the teaching experiment, this paper tries to improve the students' frustration tolerance, cultivate their good psychological quality and make them develop healthily through the means of sports games. This paper mainly takes literature method, questionnaire survey method, experimental method and mathematical statistics method as the research method, and takes the Young people's Psychological toughness scale and the Middle School students coping style scale as the measuring tools of the experiment. Two classes were selected as experimental class and control class from experimental middle school of Shanxi normal University. Through the teaching experiment of the sports game intervention and the experimental design of the experimental class and the control class before and after the test, the effect of the sports game intervention on the coping style and psychological resilience of the middle school students was analyzed. Then we know the influence of sports game intervention on frustration tolerance of middle school students. The conclusions are as follows: (1) the psychological toughness of the students in the experimental class and the control class is at the middle level before the experiment; When students encounter setbacks or difficulties, they are more likely to adopt positive coping styles. The order of using six coping styles is: problem solving, avoidance, patience, help, venting, fantasy. (2) intervention through sports games. After the experiment, the psychological toughness of the experimental class and the control class was significant. There were significant differences in goal focus, emotional control, positive cognition and interpersonal assistance, but there was no significant difference in family support factors. It shows that sports game intervention has a significant effect on the mental resilience of middle school students, and it is manifested in the factors of goal focus, emotional control, positive cognition and interpersonal assistance. (3) through sports game intervention, After the experiment, there were significant differences between the experimental class and the control class in solving the problem, asking for help, retreating and venting before and after the experiment. However, there was no significant difference in the dimensions of fantasy and endurance in coping style. It shows that sports game intervention can promote the coping style of middle school students to some extent, which is manifested in problem solving and seeking help. (4) the impact of comprehensive sports game intervention on psychological resilience and coping style of the two test indicators, sports game intervention can effectively improve the frustration tolerance of middle school students.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96

【参考文献】