本文選題：ARCS動(dòng)機(jī)策略 + 鉛球教學(xué)　； 參考：《廣州體育學(xué)院》2017年碩士論文

【摘要】：動(dòng)機(jī)是推動(dòng)一個(gè)人進(jìn)行活動(dòng)的心理動(dòng)因或內(nèi)部動(dòng)力,人維持一系列的身體活動(dòng),其直接的推動(dòng)力來自于動(dòng)機(jī)。體育院校田徑教學(xué)中,激發(fā)和維持學(xué)生的學(xué)習(xí)動(dòng)機(jī),提高教學(xué)的效果和質(zhì)量,使學(xué)生在整個(gè)學(xué)習(xí)過程中始終保持專注和主動(dòng),成為研究者所密切關(guān)注的課題。如何具體地將這一重要因素融入運(yùn)用到教學(xué)實(shí)踐中改善教學(xué)效果,一直困擾著廣大教學(xué)科研人員。美國弗羅里達(dá)州大學(xué)Keller教授綜合前人多種學(xué)習(xí)動(dòng)機(jī)理論,提出的了ARCS動(dòng)機(jī)設(shè)計(jì)模型,即Attention(注意),Relevance(關(guān)聯(lián)),Confidence(自信),Satisfaction(滿足),簡稱ARCS動(dòng)機(jī)模型。該模型自創(chuàng)建以來,引起了人們的廣泛關(guān)注,并在各領(lǐng)域,尤其是在教育領(lǐng)域進(jìn)行了廣泛而深入的實(shí)證研究,且應(yīng)用效果明顯。但是在我國,關(guān)于ARCS動(dòng)機(jī)設(shè)計(jì)模式的研究成果其研究范圍主要集中于對中小學(xué)理論課程的研究,面向體育院校大學(xué)生鉛球普修教學(xué)的研究比較罕見。本研究運(yùn)用文獻(xiàn)資料法、教學(xué)實(shí)驗(yàn)法、等相關(guān)研究方法,對ARCS動(dòng)機(jī)策略在體育院校大學(xué)生鉛球普修教學(xué)中的應(yīng)用效果進(jìn)行實(shí)驗(yàn)研究,得出以下結(jié)論:(1)在實(shí)驗(yàn)前,實(shí)驗(yàn)班與對照班的動(dòng)機(jī)水平和鉛球成績P值均0.05,無顯著性差異。兩個(gè)班級學(xué)生動(dòng)機(jī)水平各指標(biāo)分值按照得分高低依次為相關(guān)性滿足感自信心注意力。(2)實(shí)驗(yàn)班實(shí)驗(yàn)前后動(dòng)機(jī)水平的各個(gè)維度的P值均0.05,具有顯著性提高;在技術(shù)方面,學(xué)生實(shí)驗(yàn)前后的鉛球技評、達(dá)標(biāo)和總成績P值均0.01,進(jìn)步幅度非常明顯。(3)照班學(xué)生實(shí)驗(yàn)前后動(dòng)機(jī)水平的各個(gè)維度,只有自信心維度的P值0.05,具有顯著性提高。在技術(shù)方面,學(xué)生實(shí)驗(yàn)前后的鉛球技評、達(dá)標(biāo)和總成績P值均0.05,進(jìn)步幅度也十分明顯。(4)實(shí)驗(yàn)后實(shí)驗(yàn)班和對照班學(xué)生學(xué)習(xí)的注意力、相關(guān)性、滿足感維度和整體動(dòng)機(jī)水平P值均0.05,動(dòng)機(jī)水平均有明顯提高;在技術(shù)方面,實(shí)驗(yàn)班較對照班的技評分高了5.12分,達(dá)標(biāo)分提高了6.73分,總成績高了5.93分。說明兩種教學(xué)法對學(xué)生學(xué)習(xí)動(dòng)機(jī)水平和鉛球成績都具有不同程度的促進(jìn)作用。相比較而言,ARCS動(dòng)機(jī)策略更能有效的激發(fā)和維持學(xué)生的鉛球?qū)W習(xí)動(dòng)機(jī),教學(xué)效果更好。
[Abstract]:Motivation is the psychological motivation or internal motive force to promote a person to carry on the activity, the person maintains a series of physical activities, its direct impetus comes from the motive. In track and field teaching in physical education colleges, it has become a subject that researchers pay close attention to, to stimulate and maintain students' learning motivation, to improve the effect and quality of teaching, and to keep students' concentration and initiative in the whole learning process. How to apply this important factor into teaching practice to improve teaching effect has been puzzling the teaching and research staff. Professor Keller, University of Florida, United States of America, synthesizes many previous theories of learning motivation, and puts forward a model of ARCS motivation design, which is called "relevance" (relevance) (ARCS) motivation model. Since its establishment, the model has attracted wide attention, and has carried out extensive and in-depth empirical research in various fields, especially in the field of education, and the application effect is obvious. However, in our country, the research results of ARCS motivation design model mainly focus on the theoretical curriculum of primary and secondary schools, and the research on the general teaching of shot put for college students in physical education colleges is relatively rare. By using the methods of literature, teaching experiment and other relevant research methods, this study makes an experimental study on the application of ARCS motivation strategy in the general course teaching of shot put for college students in physical education colleges. The following conclusions are drawn: 1) before the experiment, There was no significant difference in motivation level and shot put between the experimental class and the control class (P = 0.05). The scores of each index of motivation level of students in two classes were as follows: correlation, satisfaction, self-confidence, attention, etc.) each dimension of motivation level in experimental class was 0.05 before and after the experiment, which had significant improvement; in technical aspect, The scores of shot put before and after the experiment were 0.01, and the range of improvement was very obvious. (3) all the dimensions of students' motivation level before and after the experiment, only the P value of self-confidence dimension were 0.05, which had significant improvement. In the technical aspect, the students' shot put before and after the experiment, the score of the shot put and the total score P were 0.05, and the range of improvement was also very obvious. 4) after the experiment, the students' attention and correlation between the experimental class and the control class were studied. The scores of satisfaction and overall motivation were 0.05, and the level of motivation were significantly improved. In technical aspect, the technical score of the experimental class was 5.12 points higher than that of the control class, the standard score increased 6.73 points, and the total score was 5.93 points higher than that of the control class. It shows that the two teaching methods can promote students' learning motivation and shot put in different degrees. Compared with ARCS, ARCS can stimulate and maintain students' shot learning motivation more effectively, and the teaching effect is better.
【學(xué)位授予單位】：廣州體育學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G824.1-4

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