体育院校社会生态环境与学生学习行为关系的实证性研究
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摘要
体育院校生态是一个多维性环境,体育院校学生的学习行为虽然表现为多样化,但是也同样受学校社会生态、自然生态和价值生态三大环境的影响和制约,其中社会生态是影响和制约其发展的关键。社会生态作为人类社会特有的环境,它由人生活于其中的各种社会条件、社会关系、社会意识形态以及经过改造自然等因素构成,决定着人的社会化程度,决定着人身心发展的内容、方向和水平。体育院校学生的学习行为是一种动态的行为过程,包括学生个体的认知活动和所表现出的获得知识和技能,形成学习方法和习惯,反映学习意志和情感等。可以说,学生的学习是一系列学习行为的发生和发展过程,包含着由学习动机到实现学习目标这一过程中的一切行为活动,它受学生的个体心理特征和外部环境的影响。而个体因素或环境因素的变化,都会引起学习行为的变化。个体与环境这两个因素又是相互影响、相互作用的,从而共同决定学习行为水平。因此,学生的学习行为是学生和环境相互作用的结果,学生正是在社会环境中通过学习实现着个体社会化。在学校环境中,与课程学习直接有关的是认知环境,间接有关的主要是社会关系和群体心理环境,后者主要作用于学生的动机、情感、人格态度等非认知因素,并进而影响学习行为。
本文主要从三所体院的社会生态着手,研究学校社会生态与学生学习行为的相互关系,设计了学生学习行为比较研究调查问卷,并兼顾自然生态、家庭与个人基本情况。通过对武汉体院、沈阳体院、西安体院三所体育院校7个专业进行抽样调查并运用定量的分析方法,分析了以学校硬件、爱与归属、秩序与竞争、目的指向、学习质量与学业负担、自由与乐趣六个维度构成的学生学习行为。研究发现:硬件设施上并不是制约不同专业学生学习行为的主要原因,院校与院校之间的差别也不大;爱与归属方面师生关系以及学生之间的关系对学生学习行为产生较大影响;秩序与竞争方面,体育教育系是分数最高的专业,其次是体育新闻与外语专业,表现较差的是体育艺术专业;目的指向方面,各个专业的学生在价值取向上存在很大的差异,对学生的学习行为起到决定性作用,而学习质量方面,各专业学生的自我满意度不高;自由与乐趣方面也表现出学生自我评价平淡。概而言之,不同的专业、学习内容、学习环境以及学生的性格、年龄、身体差异等都会影响学习行为,进而产生不同的学习效果。研究还发现,3所体育院校学生的学习行为受上述后5个方面的因素影响较大;通过比较不同专业学生的学习行为与生态环境的关系,可以探寻生态环境对体育院校学生学习行为所产生的作用与反作用。从而就可以根据学生的学习行为方式来改革教学方法、教学过程。
The institution of physical education is a multi-dimensional nature of the ecological environment. Their students’study behavior is diversification and impact on the social ecology, natural ecology and value ecology around the college especially the influence of the society ecology. As a unique environment of human society, social ecology is one of the people living in a variety of social conditions, social relations, social ideology, as well as natural factors such as the modified composition, determines the degree of human society and determines the content of people's physical and mental development direction and level. The students’study behavior in sports college is a dynamic process, including the cognitive activity of individual students and the performance of access to knowledge and skills, study methods and habits to form, reflecting the study and so on will and emotion. It can be said that the students are studying the occurrence of a series of learning behavior and the development process, including a study motivated by the aim to study the implementation process of the activities of all acts. It is subject to the individual psychological characteristics of students and external environment. And individual factors or changes in environmental factors, would give rise to changes in learning behavior.
Individual and environment are two factors interact, interaction, learning behavior in order to decide the level of the common. Therefore, students study the behavior and the environment students are the result of the interaction, the students in the social environment is through the implementation of individual study of society. In the school environment, and curriculum of the study are directly related to the cognitive environment, and are indirectly related to the major groups of social relations and psychological environment, the latter a major role in student motivation, emotion, personality and attitudes of non-cognitive factors, and thus the impact of behavior study. This paper tries to study relationship between the social ecology and the students’behavior from the social ecology of three sports colleges, design a comparative questionnaire about learning behavior and take into account the natural ecology, the basic situation of families and individuals. By studying seven major of three colleges, that is Wuhan Institution of Physical Education, Shenyang Sports Institution, Xi'an Sports Institution, carry out the sample investigation and quota analysis method and analyze six dimensions of the students’study behavior, like college hardware, love and belonging, order and competition, goal-directed, the quality of learning and burden and freedom and enjoyment. The study attempts to obtain the following results. The college hardware is not the main acts of the constraints on the facilities of students in different majors, and there is no difference among different institutions. In the dimensions of love and belonging, as well as teacher-student relationship is the relationship between students study behavior of students than significant impact. In the dimensions of order and competition, sports scores are the highest in the Department of Physical Education, followed by sports news and a foreign language major, are poorer performance art major of PE. In the dimensions of value orientation, the students at each of the major values exist on a lot of differences in learning behavior of the students played a decisive role, and the quality of study, students of professional self-satisfaction is not high. In the dimensions of enjoyment of freedom also show students insipid self-evaluation. Sum up, different professions, learning content, students study the environment and the character, age, physical differences will affect the different learning behaviors, and then study the effect of different. The study also found that 5 important factors in three sports colleges. By comparing students in different major study of the behavior and the relationship between the ecological environments, you can explore the environment of college students studying Sport Behavior arising from the role and counterproductive. In order to be able to act in accordance with students studying the approach to reform the teaching methods, teaching process.
本文主要从三所体院的社会生态着手,研究学校社会生态与学生学习行为的相互关系,设计了学生学习行为比较研究调查问卷,并兼顾自然生态、家庭与个人基本情况。通过对武汉体院、沈阳体院、西安体院三所体育院校7个专业进行抽样调查并运用定量的分析方法,分析了以学校硬件、爱与归属、秩序与竞争、目的指向、学习质量与学业负担、自由与乐趣六个维度构成的学生学习行为。研究发现:硬件设施上并不是制约不同专业学生学习行为的主要原因,院校与院校之间的差别也不大;爱与归属方面师生关系以及学生之间的关系对学生学习行为产生较大影响;秩序与竞争方面,体育教育系是分数最高的专业,其次是体育新闻与外语专业,表现较差的是体育艺术专业;目的指向方面,各个专业的学生在价值取向上存在很大的差异,对学生的学习行为起到决定性作用,而学习质量方面,各专业学生的自我满意度不高;自由与乐趣方面也表现出学生自我评价平淡。概而言之,不同的专业、学习内容、学习环境以及学生的性格、年龄、身体差异等都会影响学习行为,进而产生不同的学习效果。研究还发现,3所体育院校学生的学习行为受上述后5个方面的因素影响较大;通过比较不同专业学生的学习行为与生态环境的关系,可以探寻生态环境对体育院校学生学习行为所产生的作用与反作用。从而就可以根据学生的学习行为方式来改革教学方法、教学过程。
The institution of physical education is a multi-dimensional nature of the ecological environment. Their students’study behavior is diversification and impact on the social ecology, natural ecology and value ecology around the college especially the influence of the society ecology. As a unique environment of human society, social ecology is one of the people living in a variety of social conditions, social relations, social ideology, as well as natural factors such as the modified composition, determines the degree of human society and determines the content of people's physical and mental development direction and level. The students’study behavior in sports college is a dynamic process, including the cognitive activity of individual students and the performance of access to knowledge and skills, study methods and habits to form, reflecting the study and so on will and emotion. It can be said that the students are studying the occurrence of a series of learning behavior and the development process, including a study motivated by the aim to study the implementation process of the activities of all acts. It is subject to the individual psychological characteristics of students and external environment. And individual factors or changes in environmental factors, would give rise to changes in learning behavior.
Individual and environment are two factors interact, interaction, learning behavior in order to decide the level of the common. Therefore, students study the behavior and the environment students are the result of the interaction, the students in the social environment is through the implementation of individual study of society. In the school environment, and curriculum of the study are directly related to the cognitive environment, and are indirectly related to the major groups of social relations and psychological environment, the latter a major role in student motivation, emotion, personality and attitudes of non-cognitive factors, and thus the impact of behavior study. This paper tries to study relationship between the social ecology and the students’behavior from the social ecology of three sports colleges, design a comparative questionnaire about learning behavior and take into account the natural ecology, the basic situation of families and individuals. By studying seven major of three colleges, that is Wuhan Institution of Physical Education, Shenyang Sports Institution, Xi'an Sports Institution, carry out the sample investigation and quota analysis method and analyze six dimensions of the students’study behavior, like college hardware, love and belonging, order and competition, goal-directed, the quality of learning and burden and freedom and enjoyment. The study attempts to obtain the following results. The college hardware is not the main acts of the constraints on the facilities of students in different majors, and there is no difference among different institutions. In the dimensions of love and belonging, as well as teacher-student relationship is the relationship between students study behavior of students than significant impact. In the dimensions of order and competition, sports scores are the highest in the Department of Physical Education, followed by sports news and a foreign language major, are poorer performance art major of PE. In the dimensions of value orientation, the students at each of the major values exist on a lot of differences in learning behavior of the students played a decisive role, and the quality of study, students of professional self-satisfaction is not high. In the dimensions of enjoyment of freedom also show students insipid self-evaluation. Sum up, different professions, learning content, students study the environment and the character, age, physical differences will affect the different learning behaviors, and then study the effect of different. The study also found that 5 important factors in three sports colleges. By comparing students in different major study of the behavior and the relationship between the ecological environments, you can explore the environment of college students studying Sport Behavior arising from the role and counterproductive. In order to be able to act in accordance with students studying the approach to reform the teaching methods, teaching process.
引文
[1]郭李亮.关于广西师大体育教育专业学生学习行为与择业倾向的研究[J].体育科技, 2003,24(3):79-80.
[2]朱军.体育院校班级社会生态环境研究[J].西安体育学院学报,2007,24(6):113.
[3]车晓波,魏琳.从国外体育院校的发展状况谈创建一流体育大学的若干思考[J].上海体育学院学报,2003,27(4):73-79.
[4]雷卫平,范海荣.美、俄、日、英四国体育院校课程设置对我省体育教育专业课程改革的启示[J].甘肃高师学报,2007,12(5):103-104.
[5]张细谦.从国外体育教学内容的演进看我国体育教学内容的改革[J].体育与科学,2002,23(2):11-12.
[6]陈宁.论高等体育院校的办学定位[J].成都体育学院学报,2008,34(7):87-89.
[7]陈宁.大学理念与高等体育院校的发展[J].北体大学报,2004,27(11):1519-1520
[8]黄克斌.网络学习行为及其分析系统研究[M].武汉:华中师范大学,2006,5-7.
[9]朱相堪.学习行为的展开与压缩[J].绵阳经济技术高等专科学校学报,1997,14(4):87
[10]张承安.大学生学习行为分析[J].零陵师范高等专科学校报,2004,27(11):110-111.
[11]王幼芳.论高校学生竞争意识的培养[J].浙江海洋学院学报,2000,20(13)
[12]孟文娣,毕雪梅等.对体育新闻专业办学模式的研究[J ] .北京体育大学学报,2004,27 (8):1086 - 1088.
[13]陆文笛.职业倾向分析[J ] .成才与就业,2005,6 :25 - 26.
[14]甘建梅.论班级形态的现代转[J ] .教育评论,2000,(6):8-9
[15]蔡永红,林崇德,肖丽萍,中学生职业兴趣的结构及其特点[J ] .心理发展与教育,2000,1 :80 - 85.
[16]陆文笛.职业倾向分析[J ] .成才与就业,2005 ,6 :25 - 26.
[17]黄希庭.人格心理学[M] .杭州:浙江教育出版社,2002 :202 - 203.
[18]刘军,敖景文,陈强,等.霍兰德职业兴趣问卷修订版的实证效度研究[J ] .临床军医杂志,2004 ,4 :86 - 88.
[19]刘海玲,王立山.霍兰德职业兴趣理论及其价值分析[J ] .职业时空,2005 ,22 :5 - 7.
[20]刘军,敖景文,陈强,等.霍兰德职业兴趣问卷修订版的实证效度研究[J ] .临床军医杂志,2004 ,4 :86 - 88.
[21]易剑东,蔡文菊.北京体育大学新闻学本科专业建设研究[J ] .北京体育大学学报,2006 ,29 (10) :1392 - 1395.
[22]范洪悦.试论我国体育职业教育[J ] .北京体育大学学报,2005 ,28(6) :808 - 809.
[23] Paul Gregory Skokowski. javascript: callShowRecordDetail(rec170413): Jan. 1992 Doctoral Thesis : Stanford University
[24]陶沙、李蓓蕾.内隐认知:认识人类认知与学习的新窗日[J].北京师范大学学报(人文社会科学版),2002,4(7).
[25] Magill R A. Motor Learning: Concepts and Application [M]. New York: McGraw-Hill, 2001:126-149.
[26]张忠秋.运动技能学习与控制[M].北京:中国轻工业出版社,2006.
[27] Schmidt, R. A. (1999). Motor control and learning: A behaviorial emphasis (3rd ed.). Champaign, IL: Human Kinetics.
[28] Schmidt, R. A. (1975). A schema theory of discrete motor skill learning theory. Psychological Review, 82, 225-260.
[29] Schmidt, R. A. (1988). Motor and action perspectives on motor behavior. In O. G. Meijer & K. Roth (Eds.), Complex motor behaviour:“the”motor-action controversy (pp. 3-44). Amsterdam: Elsevier.
[30] Gleick, J. (1987). Chaos: Making a new science. New York: Viking Penguin.
[31] Krawczyk, Z. Physical culture from the perspective of values - a general and selective approach to physical culture. / La culture physique sur le plan des valeurs - approche generale et selective de la culture physique. International Review for the Sociology of Sport 1988: Vol. 23 Issue 2. p. 97-107 11pGermany, Federal Republic of.
[32] Caslavova, E.Kny, M. Basis of data support for the required physical culture development. Acta Universitatis Carolinae: Gymnica 1992: Vol. 28 Issue 2. p. 35-42 Czechoslovakia
[33] Ulatowski, T. On the state of physical culture in Poland (a synthesis from the research program). Scientific Yearbook - Studies in the Theory of Physical Education & Sport 1992: Vol. 2. p. 5-44 Poland
[34] Kozub, F.M. Perceptions of challenging behavior by pre-service physical educators: a preliminary study. Physical Educator Spring 2002: Vol. 59 Issue 2. p. 104-112 9p. United States
[35] Grings, William W. Orientation, Conditioning, and Learning. Psychophysiology Jul77, Vol. 14 Issue 4, p343 8p. English
[36] Stagg, C.H.Stagg. H.C. Control pitching - a learned behavior. Baseball Research Journal 1992: Issue 21. p. 73-77 United States
[37] Ursprung, L.Freitag, E.Schilling, G. European review of institutes of physical education. Zurich : Gesellschaft zur Foerderung der Sportwissenschaften an der ETH Zuerich. 1995. Switzerland
[38] Qiu, Y.Liu, X. A survey of the physical education institutes and departments in Taiwan. Journal of Wuhan Institute of Physical Education 1999: Vol. 33 Issue 3. p. 118-120 3p. China, People's Republic
[39] Qiu, L.Q.Li, W.J. History, situation and future of correspondence education in Tianjin Institute of Physical Education. Journal of Tianjin Institute of Physical Education / Tianjin Tiyu Xueyuan Xuebao 2000: Vol. 15 Issue 1. p. 68-71 4p. China, People's Republic
[40] Simri, U. Concepts of physical education and sports sciences. / Proceedings of an International Seminar on the Concepts of Physical Education and Sports Sciences, Wingate Institute, Netanya, Israel, April 1974. Netanya, Israel : Wingate Institute. 1974.
[2]朱军.体育院校班级社会生态环境研究[J].西安体育学院学报,2007,24(6):113.
[3]车晓波,魏琳.从国外体育院校的发展状况谈创建一流体育大学的若干思考[J].上海体育学院学报,2003,27(4):73-79.
[4]雷卫平,范海荣.美、俄、日、英四国体育院校课程设置对我省体育教育专业课程改革的启示[J].甘肃高师学报,2007,12(5):103-104.
[5]张细谦.从国外体育教学内容的演进看我国体育教学内容的改革[J].体育与科学,2002,23(2):11-12.
[6]陈宁.论高等体育院校的办学定位[J].成都体育学院学报,2008,34(7):87-89.
[7]陈宁.大学理念与高等体育院校的发展[J].北体大学报,2004,27(11):1519-1520
[8]黄克斌.网络学习行为及其分析系统研究[M].武汉:华中师范大学,2006,5-7.
[9]朱相堪.学习行为的展开与压缩[J].绵阳经济技术高等专科学校学报,1997,14(4):87
[10]张承安.大学生学习行为分析[J].零陵师范高等专科学校报,2004,27(11):110-111.
[11]王幼芳.论高校学生竞争意识的培养[J].浙江海洋学院学报,2000,20(13)
[12]孟文娣,毕雪梅等.对体育新闻专业办学模式的研究[J ] .北京体育大学学报,2004,27 (8):1086 - 1088.
[13]陆文笛.职业倾向分析[J ] .成才与就业,2005,6 :25 - 26.
[14]甘建梅.论班级形态的现代转[J ] .教育评论,2000,(6):8-9
[15]蔡永红,林崇德,肖丽萍,中学生职业兴趣的结构及其特点[J ] .心理发展与教育,2000,1 :80 - 85.
[16]陆文笛.职业倾向分析[J ] .成才与就业,2005 ,6 :25 - 26.
[17]黄希庭.人格心理学[M] .杭州:浙江教育出版社,2002 :202 - 203.
[18]刘军,敖景文,陈强,等.霍兰德职业兴趣问卷修订版的实证效度研究[J ] .临床军医杂志,2004 ,4 :86 - 88.
[19]刘海玲,王立山.霍兰德职业兴趣理论及其价值分析[J ] .职业时空,2005 ,22 :5 - 7.
[20]刘军,敖景文,陈强,等.霍兰德职业兴趣问卷修订版的实证效度研究[J ] .临床军医杂志,2004 ,4 :86 - 88.
[21]易剑东,蔡文菊.北京体育大学新闻学本科专业建设研究[J ] .北京体育大学学报,2006 ,29 (10) :1392 - 1395.
[22]范洪悦.试论我国体育职业教育[J ] .北京体育大学学报,2005 ,28(6) :808 - 809.
[23] Paul Gregory Skokowski. javascript: callShowRecordDetail(rec170413): Jan. 1992 Doctoral Thesis : Stanford University
[24]陶沙、李蓓蕾.内隐认知:认识人类认知与学习的新窗日[J].北京师范大学学报(人文社会科学版),2002,4(7).
[25] Magill R A. Motor Learning: Concepts and Application [M]. New York: McGraw-Hill, 2001:126-149.
[26]张忠秋.运动技能学习与控制[M].北京:中国轻工业出版社,2006.
[27] Schmidt, R. A. (1999). Motor control and learning: A behaviorial emphasis (3rd ed.). Champaign, IL: Human Kinetics.
[28] Schmidt, R. A. (1975). A schema theory of discrete motor skill learning theory. Psychological Review, 82, 225-260.
[29] Schmidt, R. A. (1988). Motor and action perspectives on motor behavior. In O. G. Meijer & K. Roth (Eds.), Complex motor behaviour:“the”motor-action controversy (pp. 3-44). Amsterdam: Elsevier.
[30] Gleick, J. (1987). Chaos: Making a new science. New York: Viking Penguin.
[31] Krawczyk, Z. Physical culture from the perspective of values - a general and selective approach to physical culture. / La culture physique sur le plan des valeurs - approche generale et selective de la culture physique. International Review for the Sociology of Sport 1988: Vol. 23 Issue 2. p. 97-107 11pGermany, Federal Republic of.
[32] Caslavova, E.Kny, M. Basis of data support for the required physical culture development. Acta Universitatis Carolinae: Gymnica 1992: Vol. 28 Issue 2. p. 35-42 Czechoslovakia
[33] Ulatowski, T. On the state of physical culture in Poland (a synthesis from the research program). Scientific Yearbook - Studies in the Theory of Physical Education & Sport 1992: Vol. 2. p. 5-44 Poland
[34] Kozub, F.M. Perceptions of challenging behavior by pre-service physical educators: a preliminary study. Physical Educator Spring 2002: Vol. 59 Issue 2. p. 104-112 9p. United States
[35] Grings, William W. Orientation, Conditioning, and Learning. Psychophysiology Jul77, Vol. 14 Issue 4, p343 8p. English
[36] Stagg, C.H.Stagg. H.C. Control pitching - a learned behavior. Baseball Research Journal 1992: Issue 21. p. 73-77 United States
[37] Ursprung, L.Freitag, E.Schilling, G. European review of institutes of physical education. Zurich : Gesellschaft zur Foerderung der Sportwissenschaften an der ETH Zuerich. 1995. Switzerland
[38] Qiu, Y.Liu, X. A survey of the physical education institutes and departments in Taiwan. Journal of Wuhan Institute of Physical Education 1999: Vol. 33 Issue 3. p. 118-120 3p. China, People's Republic
[39] Qiu, L.Q.Li, W.J. History, situation and future of correspondence education in Tianjin Institute of Physical Education. Journal of Tianjin Institute of Physical Education / Tianjin Tiyu Xueyuan Xuebao 2000: Vol. 15 Issue 1. p. 68-71 4p. China, People's Republic
[40] Simri, U. Concepts of physical education and sports sciences. / Proceedings of an International Seminar on the Concepts of Physical Education and Sports Sciences, Wingate Institute, Netanya, Israel, April 1974. Netanya, Israel : Wingate Institute. 1974.