摘要
采用专家访谈法、问卷调查法、实验法等,对影响大学生在武术教学中自我效能感提高的因素、指标进行分析。结果发现:实验组的成败经验、替代经验因素和自我效能总和在实验前后皆具有非常显著性差异;言语及社会劝导、心动调节因素具有显著性差异;生理及情绪状态因素差异不具显著性。分析学生自我效能因素提高的原因及具体操作方法。提出:教师应安排8周或8周以上的教学内容与计划,加强对学生自我效能各因素的刺激。
The research methods of interview to experts, questionnaire, experiment etc. were used to do research on the factors and indices of influencing the enhancement of university students＇ self-efficiency sense in Wushu teaching. The findings are that, as for the experiment group＇s data before and after experiment, there are very marked differences for the success-failure experience, the factors of substitutive experience and the sum of self-efficiency; there are marked differences for the word and social advice and guidance, as well as for the mental regulation factors; but no difference for the physiological and mood state factors. After analyzing the cause of improvement of students＇ self-efficiency factor and the concrete operating method, it brings forward that teachers ought to arrange eight-week or over eight-week teaching contents and plan to strengthen the stimulus to all kinds of factors of students＇ self-efficiency.
出处
《上海体育学院学报》
CSSCI
北大核心
2006年第2期96-100,共5页
Journal of Shanghai University of Sport
关键词
高校
武术教学
自我效能
成败经验
榜样示范
心动调节
整合
institution of higher learning
Wushu teaching
self-efficiency
Success-failure experience
demonstration by example
mental regulation
integration
