發(fā)布時(shí)間：2018-06-13 02:28

  本文選題：足球課 + 非認(rèn)知素質(zhì)教育�。� 參考：《北京體育大學(xué)》2017年碩士論文

【摘要】：本文擬在足球課中施加非認(rèn)知素質(zhì):包括積極心理品質(zhì)教育、養(yǎng)成教育、禮儀教育,對(duì)9-10歲年齡段的足球隊(duì)員進(jìn)行實(shí)驗(yàn),比較常規(guī)的足球課和增加積極心理品質(zhì)教育、養(yǎng)成教育、禮儀教育后的足球課對(duì)學(xué)生提升素質(zhì)是否有積極的影響,以為校園足球提供更為科學(xué)的育人理念。本文運(yùn)用文獻(xiàn)資料法、問(wèn)卷調(diào)查法、訪談法、數(shù)理統(tǒng)計(jì)法、實(shí)驗(yàn)法、觀察記錄法,圍繞足球課增加積極心理品質(zhì)教育、養(yǎng)成習(xí)慣教育和禮儀習(xí)慣教育對(duì)提高學(xué)生素質(zhì)的影響進(jìn)行實(shí)驗(yàn)研究。本文以北京市清河五小15名9—10歲男子足球隊(duì)隊(duì)員為實(shí)驗(yàn)組,以北京市中關(guān)村二小15名9—10歲男子足球隊(duì)隊(duì)員為對(duì)照組,設(shè)計(jì)了積極心理品質(zhì)、養(yǎng)成習(xí)慣和禮儀習(xí)慣的課堂非認(rèn)知教育內(nèi)容,進(jìn)行為期14周的訓(xùn)練,得到相關(guān)數(shù)據(jù)后進(jìn)行統(tǒng)計(jì)分析,得出以下結(jié)論:1、實(shí)驗(yàn)前,實(shí)驗(yàn)組和對(duì)照組非認(rèn)知素質(zhì)情況不存在顯著差異。2、實(shí)驗(yàn)后,實(shí)驗(yàn)組和對(duì)照組積極心理品質(zhì)意識(shí)行為都有提高,實(shí)驗(yàn)組與對(duì)照組之間不存在顯著差異;實(shí)驗(yàn)組養(yǎng)成習(xí)慣方面比對(duì)照組有更顯著的提高,實(shí)驗(yàn)組與對(duì)照組之間存在顯著差異。實(shí)驗(yàn)后,實(shí)驗(yàn)組禮儀習(xí)慣意識(shí)和行為比對(duì)照組有更顯著的提高。實(shí)驗(yàn)組與對(duì)照組之間存在顯著差異。3、通過(guò)觀察記錄,在實(shí)驗(yàn)組實(shí)施具體的非認(rèn)知素質(zhì)教育要求后,實(shí)驗(yàn)過(guò)程中隊(duì)員表現(xiàn)出來(lái)的意識(shí)行為的改變,相對(duì)于實(shí)驗(yàn)前有更明顯的改善和進(jìn)步。在對(duì)照組沒(méi)有實(shí)施具體的非認(rèn)知素質(zhì)教育要求情況下,教練以常規(guī)的足球課程標(biāo)準(zhǔn)進(jìn)行訓(xùn)練,在訓(xùn)練過(guò)程中隊(duì)員的非認(rèn)知素質(zhì)意識(shí)行為的改變,相對(duì)于實(shí)驗(yàn)前心理品質(zhì)方面的競(jìng)爭(zhēng)意識(shí),團(tuán)隊(duì)意識(shí),抗挫折能力,溝通交流能力都有較大提高,但是還有更大的進(jìn)步空間;而在養(yǎng)成和禮儀兩個(gè)方面與實(shí)驗(yàn)前沒(méi)有明顯的改善或提高。4、在足球課中實(shí)施良好的養(yǎng)成習(xí)慣教育可以讓學(xué)生在養(yǎng)成習(xí)慣意識(shí)行為方面得到很大的提高,而對(duì)照組養(yǎng)成習(xí)慣方面相比實(shí)驗(yàn)前沒(méi)有太多的變化。在足球課中實(shí)施良好的禮儀習(xí)慣教育可以讓學(xué)生在禮儀意識(shí)和行為方面得到很到的提高,而對(duì)照組禮儀習(xí)慣方面相比實(shí)驗(yàn)前沒(méi)有太多的變化。
[Abstract]:This paper intends to apply non-cognitive qualities to football class, including positive psychological quality education, cultivation education, etiquette education, experiments on football players aged 9-10 years, comparison of conventional football lessons and increasing positive psychological quality education. In order to provide a more scientific educational idea for campus football, whether the football class after cultivating education and etiquette education has a positive influence on the students' promotion of quality. In this paper, the methods of literature, questionnaire, interview, mathematical statistics, experiment, observation and record are used to increase the positive psychological quality education around football class. The influence of habit formation education and etiquette habit education on improving students' quality is studied experimentally. In this paper, 15 male soccer team members aged 9-10 years old and 15 male soccer players aged 9-10 years old in Beijing Zhongguancun were selected as experimental group and 15 male soccer team players aged 9-10 years old in Beijing Zhongguancun as control group. The content of non-cognitive education in the classroom that forms habits and etiquette habits, for a period of 14 weeks of training, after obtaining the relevant data for statistical analysis, draw the following conclusion: 1, before the experiment, There was no significant difference in non-cognitive quality between the experimental group and the control group. After the experiment, the positive psychological quality awareness behavior of the experimental group and the control group were improved, but there was no significant difference between the experimental group and the control group. Compared with the control group, there were significant differences between the experimental group and the control group. After the experiment, the consciousness and behavior of etiquette habits in the experimental group were significantly improved than those in the control group. There was a significant difference between the experimental group and the control group. By observing and recording, after implementing the specific non-cognitive quality education requirements in the experimental group, the changes of the players' consciousness and behavior were observed during the experiment. There were more significant improvements and improvements than before the experiment. In the case that the control group did not carry out the specific requirements of non-cognitive quality education, the coach trained according to the routine football curriculum standard, and the non-cognitive quality awareness behavior of the players changed during the training process. Compared with the psychological quality before the experiment, the competitive consciousness, team consciousness, anti-frustration ability, communication ability have been greatly improved, but there is still more room for improvement; However, there is no obvious improvement or improvement in the two aspects of cultivation and etiquette before the experiment. The implementation of good habit education in football class can greatly improve the students' habit awareness and behavior. In the control group, there was not much change in habit formation compared with before the experiment. The implementation of good etiquette habit education in football class can improve the students' etiquette awareness and behavior, but the control group has not much change in etiquette habits compared with before the experiment.
【學(xué)位授予單位】：北京體育大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.8;G843

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本文編號(hào)：2012253