对普通高校大学生太极拳学习动机的现状调查与对策研究
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摘要
学习动机能解释人产生并维持学习活动原因的学说,学习动机对普通高校大学生参加太极拳学习行为具有重要的推动作用。我们对大学生的太极拳学习动机特点进行了调查,分析了解普通高校大学生太极拳学习动机的现状。通过体育教学营造良好的学习动机,来激发和维持他们更加积极地参加太极拳运动,为体育教师提供选择适宜的教学内容和方法,做到因材施教,为今后的体育教学和课程改革提供有益的建议。
本文针对普通高校非体育专业的大学生参加太极拳学习动机情况进行问卷调查,共发放问卷900份,通过对问卷进行处理、分析,描述参加太极拳运动的学习动机:用方差分析和卡方检验等方法,找出影响太极拳学习动机的因素,并从心理学、教育学等方面进行分析,得出以下结论:
1)大学生认识太极拳的途径是多方面的,但一些夸张而不能反映太极拳本质的认识,对大学生太极拳学习动机有一定的损害。大学体育教学应加强太极拳教材与计划中应通过太极拳传统文化及客观的理论教学来纠正这些不良影响,树立正确的学习动机。
2)大学生太极拳学习动机强度适中,外部动机与内部动机强度相当。女生在太极拳学练中的高峰体验比男生要高;一年级学生在太极拳学练中的高峰体验比二年级要高;文科的学生经常有流的感觉比理科要高。
31大学生太极拳学习各因素的多种归因中,有无天分、努力、帮助、任务难度和运气是学生常用来解释学习成败的主要原因。他们一般把成功归因于天分、努力、帮助、运气和能力,把失败归因于不努力、无天分、很少得到帮助、任务难度、运气不好。
4)男生的成就动机比女生的成就动机要强,一年级的成就动机比二年级的成就动机要强,文科与理科的动机强度没有显著性差异;成就动机越强在太极拳的学习上越容易取得成功,相反低成就动机的学生越容易失败。
Academic motivation could explain people's reason of study and keep it. Academic motivation has great force to students in colleges and universities to take part in Shadow boxing. This paper takes investigation on the characteristics of students studying Shadow boxing, and analyses the present situation of students' studying Shadow boxing. With creating good academic motivation by physical education teaching and impelling and keeping them take part in Shadow boxing more actively, this paper makes the purpose of supplying useful information to physical education teachers and makes them choose proper teaching contents and methods in order to get the aim of teaching students according to their different situations and show the important advice to the future physical education teaching and curriculum reform.
This paper makes an investigation of students' Shadow boxing academic motivation from non-physical education major in colleges and universities. This investigation includes 900 questionnaires. Then the author deals with the data, analyses them and describe students motivation of studying Shadow boxing. By the statistic means, this paper gets the factors of effecting the Shadow boxing academic motivation and reaches the following conclusion from the aspects of psychology and pedagogy.
(1) Students have different kinds of ways to know Shadow boxing, however, some of them has damage to students' Shadow boxing academic motivation.
(2) Students' intention of Shadow boxing academic motivation is proper. The exterior motivation is as much as interior motivation. From strength do weakness, the exterior motivation factors include: developing national culture, getting the records and learning Shadow boxing easily; the interior motivation factors include: fun motivation, healthy motivation, ability motivation, appearance motivation and communication motivation.
(3) Female students get the peak feeling higher than male students; students in grade one get the peak feeling higher than students in grade two; students from liberal arts get the feeling of flow higher than students from science.
(4) About 56% students think that their Shadow boxing learning get an great feeling; among these, the number of male students is higher than female students; the number of grade one is higher than the number of grade two; the number of students from liberal arts is as many as science.
(5) Students get the different kinds of attributions when they learn Shadow boxing. They include talent, endeavor, help, task difficulty and chance. When they get success, they always attribute to talent, endeavor, help, chance and ability; when they get failure, they always attribute to no talent, no endeavor, seldom help and task difficulty bad chance.
(6) The achievement motivation of male students is stronger than female students; the achievement motivation of students from grade one is stronger than students from grade two; the achievement motivation of students from liberal arts is as much as students from science. The stronger of achievement motivation in Shadow boxing learning, the easier to get success in Shadow boxing learning, by contraries, the weaker of achievement motivation in Shadow boxing learning, the easier to get failure in Shadow boxing learning.
本文针对普通高校非体育专业的大学生参加太极拳学习动机情况进行问卷调查,共发放问卷900份,通过对问卷进行处理、分析,描述参加太极拳运动的学习动机:用方差分析和卡方检验等方法,找出影响太极拳学习动机的因素,并从心理学、教育学等方面进行分析,得出以下结论:
1)大学生认识太极拳的途径是多方面的,但一些夸张而不能反映太极拳本质的认识,对大学生太极拳学习动机有一定的损害。大学体育教学应加强太极拳教材与计划中应通过太极拳传统文化及客观的理论教学来纠正这些不良影响,树立正确的学习动机。
2)大学生太极拳学习动机强度适中,外部动机与内部动机强度相当。女生在太极拳学练中的高峰体验比男生要高;一年级学生在太极拳学练中的高峰体验比二年级要高;文科的学生经常有流的感觉比理科要高。
31大学生太极拳学习各因素的多种归因中,有无天分、努力、帮助、任务难度和运气是学生常用来解释学习成败的主要原因。他们一般把成功归因于天分、努力、帮助、运气和能力,把失败归因于不努力、无天分、很少得到帮助、任务难度、运气不好。
4)男生的成就动机比女生的成就动机要强,一年级的成就动机比二年级的成就动机要强,文科与理科的动机强度没有显著性差异;成就动机越强在太极拳的学习上越容易取得成功,相反低成就动机的学生越容易失败。
Academic motivation could explain people's reason of study and keep it. Academic motivation has great force to students in colleges and universities to take part in Shadow boxing. This paper takes investigation on the characteristics of students studying Shadow boxing, and analyses the present situation of students' studying Shadow boxing. With creating good academic motivation by physical education teaching and impelling and keeping them take part in Shadow boxing more actively, this paper makes the purpose of supplying useful information to physical education teachers and makes them choose proper teaching contents and methods in order to get the aim of teaching students according to their different situations and show the important advice to the future physical education teaching and curriculum reform.
This paper makes an investigation of students' Shadow boxing academic motivation from non-physical education major in colleges and universities. This investigation includes 900 questionnaires. Then the author deals with the data, analyses them and describe students motivation of studying Shadow boxing. By the statistic means, this paper gets the factors of effecting the Shadow boxing academic motivation and reaches the following conclusion from the aspects of psychology and pedagogy.
(1) Students have different kinds of ways to know Shadow boxing, however, some of them has damage to students' Shadow boxing academic motivation.
(2) Students' intention of Shadow boxing academic motivation is proper. The exterior motivation is as much as interior motivation. From strength do weakness, the exterior motivation factors include: developing national culture, getting the records and learning Shadow boxing easily; the interior motivation factors include: fun motivation, healthy motivation, ability motivation, appearance motivation and communication motivation.
(3) Female students get the peak feeling higher than male students; students in grade one get the peak feeling higher than students in grade two; students from liberal arts get the feeling of flow higher than students from science.
(4) About 56% students think that their Shadow boxing learning get an great feeling; among these, the number of male students is higher than female students; the number of grade one is higher than the number of grade two; the number of students from liberal arts is as many as science.
(5) Students get the different kinds of attributions when they learn Shadow boxing. They include talent, endeavor, help, task difficulty and chance. When they get success, they always attribute to talent, endeavor, help, chance and ability; when they get failure, they always attribute to no talent, no endeavor, seldom help and task difficulty bad chance.
(6) The achievement motivation of male students is stronger than female students; the achievement motivation of students from grade one is stronger than students from grade two; the achievement motivation of students from liberal arts is as much as students from science. The stronger of achievement motivation in Shadow boxing learning, the easier to get success in Shadow boxing learning, by contraries, the weaker of achievement motivation in Shadow boxing learning, the easier to get failure in Shadow boxing learning.
引文
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[5]Woolfolk,A.E.(2001).Educational Psychology.Chapter 10,11.
[6]年B.维纳.论心理理论的建构和动机归因理论的整合(M]华东师范大学学报..2001.3
[7]马斯洛.人的动机理论[M].上海教育出版社.1990
[8]Sternberg,R.J.&Williams,W.M.张厚粲译.教育心理学[M].中国轻工业出版社2003年
[9]孔维峰.激发引导兴趣教学法对中学生体育运动动机的影响[J].沈阳体育学院学报.2004.4
[10]林瑞群.创新兴趣教学对中专女生体育学习兴趣与动机影响的研究[J].哈尔滨体育学院学报.2004.2
[11]胡亚美.关于学生体育活动兴趣与动机的调查[J].安庆师范学院学报2005.5
[12]潘治贤,孙明兴.辽宁省大学生体育态度、兴趣和动机现状的调查与研究[J]_山东体育学院学报.2005.1 2
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[15]董建民,沈国平.影响男女大学生体育锻炼动机的因素分析[J].浙江体育科技.2004.8
[16]潘志贤,孙明兴,李犀.大学生参与体育活动的态度和动机的调查与研究[J].北京体育大学学报.2005.12
[17]陈强.浅析体育教学中学习动机的激发[J]..2005.第6期
[18]李梁,鲍志宏,季浏.大学生体育学习动机与激发的探讨[J].体育与科学.2004.5
[19]晁岳刚,邢继庆.培养与激发我院学生学习体育动机的途径[J].牡丹江医学院学报.2005.第5期
[20]王和平.当代大学生体育动机及同一与差异性的研究[J].北京体育大学学报.2005.10
[21]张福山.体育教学中培养运动动机之我见[J].赤峰学院学报.2005.2
[22]于立勇.谈体育教学中学生学习动机的激发与维持[J].安阳工学院学报.2005.5
[23]戴俊.体育学习动机的培养与激发刍议[J].西南民族大学学报.2005.4
[24]杨勇,阮利民.影响体育学院大学生成就动机发展的主要因素研究[J].沈阳体育学院学报.2005.2
[25]黄大鑫,苗志刚.培养和激发学生的体育活动动机浅探[J].赤峰学院学报.2005.8
[26]刘超群,刘生杰.体育动机对大学生树立终身体育思想的影响[J].内蒙古电大学刊.2006.2
[27]赵家贵.大学生运动员学习动机的培养与激发[J].安徽工业大学学报.2005.3
[28]张昕.陇南地区中学生体育锻炼动机调查研究[J].吉林体育学院学报.2005.2
[29]黄远翔.高校体育教育中须重视培养学生的成就动机[J].体育科技文献通报.2006.5
[30]阎万军,.中老年人从事气功锻炼的动机及特征研究[J].天津体育学院学报.1997.6
[31]于海涛,王铁道.对大学生学习武术动机的研究[J].河南教育学院学报.2000.12
[32]颜辉萍.武术教学中运用动机学原理调动学生学习积极性的研究[J]_苏州大学学报.2002.12
[33]许可,李刚,许合义.中老年人从事太极拳运动动机及特征探讨[J].湛江师范学院学报.1999.12
[34]颜辉萍.武术教学中运用动机学原理调动学生学习积极性的研究[J].苏州大学学报.2002.12
[35]唐建强.试论太极拳在全民健身中的意义和影响[J].南京体育学院学报,1997,1 1(4):5-6.
[36]薛予阳,李永智.体育专业大学生学业自我效能感与成就动机关系研究[J].西安体育学院学报.2006.3
[37]周争蔚.湖南省益阳市太极拳健身消费的动机分析[J].北京体育大学学报.2003-3
[38]曹曦东.试论动机对体教班武术技能的影响[J].井德镇高专学报.2004.12
[39]陈青山,胡来东.道家哲学思想对太极拳理论的影响[J].体育成人期刊,2004(2)
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