合作式学习对学生体育学习内在动机的影响--基于社会认知视域下的动机理论  

Effects of Cooperative Learning on Students'Intrinsic Motivation of Physical Education Learning:Motivation Theory Based on Social Cognition

作　　者：任海巍 闫建华[1] REN Haiwei;YAN Jianhua(College of Physical Education,Henan University,Kaifeng Henan,475000)

机构地区：[1]河南大学体育学院,河南开封475000

出　　处：《湖北体育科技》2022年第11期967-973,共7页Hubei Sports Science

摘　　要：现今动机的丧失使学生难以主动提起体育学习的兴趣,为探析如何将学生在体育学习中从被动接受转向主动投入与如何激发学生体育学习的内在动机等问题,运用文献资料法、理论思辨法和案例分析法,从社会认知视角出发,将成就目标理论、自我决定理论和社会认知理论作为理论基础,以最近5年内国外学者所进行的体育合作学习实验作为实践案例,详细分析在体育教学中运用合作学习对学生体育学习内在动机的影响:1)不同的分组形式,如“S型”异质分组和“自由”结组均可以对学生体育学习动机产生影响;2)在小学阶段安排学生进行合作游戏和让中学阶段学生合作学习运动技能,可以增强学生的体育学习动机;3)体育合作学习对学生自我接近目标、情绪调节与控制以及同理心的积极影响等。Nowadays,the loss of motivation makes it difficult for students to take an active role in physical education.In order to investigate how to shift students from passive acceptance to active engagement in physical education learning and how to stimulate students'intrinsic motivation in physical education learning.Using literature,theoretical thinking and case study methods,it analyse in detail the effects of co-operative learning on students'intrinsic motivation in physical education from a social cognitive perspective,taking achievement goal theory,self-determination theory and social cognitive theory as the theoretical basis,and using the experiments on cooperative learning in physical education conducted by foreign scholars in the last five years as practical examples.1)Different groupings,such as S-shaped heterogeneous groups and free groups,can have an impact on students'motivation to learn physical education.2)The motivation of pupils to learn physical education can be enhanced by having pupils play cooperative games at primary level and by having pupils learn motor skills cooperatively at secondary level.3)The positive effects of cooperative learning in physical education on students'self-approach to goals,emotional regulation and control,and empathy.

关 键 词：内在动机 体育合作学习 社会认知视角 动机理论 

分 类 号：G807[文化科学—体育训练]