实战情境课程模式对大学生体育学习情境兴趣影响的实验研究  

Effects of Situated Game Teaching through Set Plays on College Students’ Situational Interest in Physical Education

作　　者：李焕玉[1] 李卫东[1,2] 沈鹤军 杨明[4] 赵琦 李明达[5] 谢秀叶[6] LI Huanyu;LI Weidong;SHEN Hejun;YANG Ming;ZHAO Qi;LI Mingda;XIE Xiuye(School of Physical Education,Yangtze University,Jingzhou 434023;Nanjing Sport Institute, Nanjing Jiangsu 210014;Huangpu Town Middle School,Zhongshan Guangdong 528429;Chengdu Sport University, Chengdu Sichuan 610041)

机构地区：[1]长江大学体育学院,湖北荆州434023 [2]Department of Human Sciences,College of Education and Human Ecology,the Ohio State University,Columbus 43210 [3]南京体育学院,江苏南京210014 [4]中山市黄圃镇中学,广东中山528429 [5]成都体育学院,四川成都610041 [6]College of Education and Human Development Western Michigan University,Kalamazoo 49008-5200

出　　处：《成都体育学院学报》2019年第3期105-111,共7页Journal of Chengdu Sport University

摘　　要：目的:从学习兴趣培养角度验证实战情境课程模式的作用,为深化体育教学改革提供理论依据,同时,为培养学生学习兴趣提供实践指导。方法:选取某普通高校二年级114名学生为实验对象,其中实验组男女生共53人,对照组男女生共61人。通过12周教学实验干预,并运用多元协方差分析两种教学模式对大学生体育学习情境兴趣的影响。结果:在排除学生性别、体育锻炼行为阶段、排球学习经历,以及体质健康状况等因素后,组别对学习积极兴趣、消极兴趣与自主学习的主效应,具有统计学意义(F=15.410、8.764,P=0.001、0.004<0.01;F=6.197,P=0.014<0.05),而对关注与锻炼程度的主效应,具有边缘性统计学意义(F=3.415,P=0.067>0.05)。结论:实战情境课程模式有利于促进学生学习积极兴趣、自主学习与缓解学生学习消极兴趣;对关注与锻炼程度的作用不是非常显著,但存利好趋势。Objective: To examine the effects of situated game teaching through set plays on college students’ situational interest during a volleyball unit. The findings can provide guidance for cultivation of students’ learning interest. Methods: 114 sophomore college students from a university in Hubei province were chosen as subjects. 53 male and female students were in the experimental group and 61 male and female students were in the control group. After 12 weeks of intervention, MANCOVA was used to analyze the data. Results: Participants in the experimental group reported statistically significant higher scores in active and passive interest and autonomic learning than those in the control group(F=15.410、8.764,P=0.001、0.004<0.01,F=6.197,P=0.014<0.05)after the effects of gender, stages of exercises, volleyball experience, and fitness and health status were excluded. There were no statistical differences in level of attention and exercise(F=3.415,P=0.067>0.05). Conclusion: The curricular model of situated game teaching through set plays can increase college students’ active interest and autonomic learning and reduce their passive interest. Even though there is no significant effect on level of attention and exercise, the model has the potential to improve students’ learning effects.

关 键 词：课程模式 大学生 体育学习兴趣 实战情境组合练习 

分 类 号：G807.02[文化科学—体育训练]