体育课动机气氛对维汉中学生目标定向、社会性体格焦虑的影响  

The Experimental Research on the Influence of Goal Orientation and Social Physique Anxiety from Motivational Climate in PE among Han and Uygur College and Middle School Students

作　　者：鲍晓玲[1] 杨俊敏[1] 刘跃峰[1] 

机构地区：[1]新疆师范大学体育学院,乌鲁木齐830054

出　　处：《西安体育学院学报》2010年第2期247-251,共5页Journal of Xi'an Physical Education University

基　　金：新疆维吾尔自治区教育科学"十一五"规划重点课题(070506)

摘　　要：选取中学的维吾尔族和汉族教学班,进行两种不同的动机气氛的教学,考察动机气氛对目标定向和社会性体格焦虑的影响。以课堂气氛为自变量、Ames的TARGET教学模式为指导,在课堂中营造学习气氛和成绩气氛。在选取的大、中学维汉10个教学班进行了为期8周的2种课堂气氛的教学实验,得出以下结论,(1)动机气氛可以改变学生的目标定向、社会性体格焦虑。学习气氛教学可以提高学生的任务定向及降低社会体格焦虑;成绩气氛教学则提高学生的自我定向和社会性体格焦虑。(2)在动机气氛的主效应上,对目标定向、社会体格焦虑的影响在年级与民族上表现出一致性。Ten classes of Uygurs or Hans are chosen from middle schools ,two kinds of teaching with different motivational climates are adopted in the ten classes to investigate whether the motivational climate affect the two indexes, goal orientation and Social Physique Anxiety or not. With classroom atmosphere as the independent variable, Ames＇ teaching model （TARGET） as the instruction, the author tries to construct the study climate and the achievement climate. The following conclusions are drawn from the 8 - week experimental teaching： （1） Motivational climate can change the students＇ goal orientation, Social Physique Anxiety. Study climate teaching can raise students＇ task - orientation; achievement climate contributes to increase students＇ self - orientation, Social Physique Anxiety （2） There axe no grade difference and ethnic difference in the motivational climate as the main effect.

关 键 词：体育课 动机气氛 目标定向 社会性体格焦虑 

分 类 号：G804.83[文化科学—运动人体科学]