【摘要】：目前,我國(guó)居民體質(zhì)總體水平呈增長(zhǎng)趨勢(shì),然而整體上身體活動(dòng)水平仍然相對(duì)落后。身體活動(dòng)不僅影響國(guó)民體質(zhì)水平,身體活動(dòng)的缺乏,還可能對(duì)社會(huì)、經(jīng)濟(jì)、公共健康等各方面產(chǎn)生不利影響。提高國(guó)民身體活動(dòng)水平,關(guān)鍵在于青少年身體活動(dòng)的發(fā)展,關(guān)注人的發(fā)展初期的身體活動(dòng)的習(xí)慣,有利于打破國(guó)民身體活動(dòng)缺乏的狀況。根據(jù)相關(guān)研究,在兒童的成長(zhǎng)階段中,身體活動(dòng)習(xí)慣養(yǎng)成的關(guān)鍵期在9—10歲(即小學(xué)三年級(jí)),此時(shí)是養(yǎng)成積極科學(xué)的體育行為的最佳時(shí)期。在這一階段兒童的可塑性極強(qiáng),是養(yǎng)成習(xí)慣的最佳時(shí)期,并能夠?qū)B(yǎng)成的習(xí)慣延續(xù)成終身參與的體育習(xí)慣。為了考查在體育行為習(xí)慣發(fā)展的關(guān)鍵期,兒童身體活動(dòng)的發(fā)展是否有利于形成終身體育參與,本文以身體素養(yǎng)的角度,對(duì)三年級(jí)小學(xué)生的身體活動(dòng)情況進(jìn)行調(diào)查,了解目前三年級(jí)小學(xué)生具備身體素養(yǎng)的情況,并以此判斷其實(shí)現(xiàn)終身參與身體活動(dòng)的可能性。主要從以下三個(gè)維度進(jìn)行調(diào)查:情感體驗(yàn),包括興趣、動(dòng)機(jī)、自信、價(jià)值判斷和責(zé)任等;對(duì)運(yùn)動(dòng)能力的掌握,即掌握能夠應(yīng)用于不同運(yùn)動(dòng)情景中的運(yùn)動(dòng)技能;對(duì)身體活動(dòng)的認(rèn)知,即對(duì)運(yùn)動(dòng)知識(shí)的掌握與理解等。通過個(gè)案法、文獻(xiàn)資料法、觀察法、問卷調(diào)查法、訪談法等研究方法,以回龍觀中心第一實(shí)驗(yàn)小學(xué)三年級(jí)兩個(gè)班,68人為調(diào)查對(duì)象。通過深入調(diào)查研究,對(duì)68名三年級(jí)學(xué)生在校內(nèi)身體活動(dòng)的觀察,對(duì)學(xué)生和家長(zhǎng)進(jìn)行問卷調(diào)查以及對(duì)老師的訪談,了解三年級(jí)小學(xué)生在身體活動(dòng)的情感體驗(yàn)、運(yùn)動(dòng)技能的學(xué)習(xí)與掌握、運(yùn)動(dòng)知識(shí)的認(rèn)知與了解的情況,并通過總結(jié)得到以下結(jié)論:結(jié)論一:身體素養(yǎng)是一種綜合能力,缺乏任何一項(xiàng)要素都不能促使學(xué)生養(yǎng)成參與身體活動(dòng)的習(xí)慣。結(jié)論二:情感要素是養(yǎng)成身體活動(dòng)習(xí)慣的內(nèi)在因素,培養(yǎng)學(xué)生參與身體活動(dòng)的興趣有利于促進(jìn)積極的身體活動(dòng)參與。結(jié)論三:提高學(xué)生對(duì)身體活動(dòng)的認(rèn)知和理解,是進(jìn)行健康積極的身體活動(dòng)的前提,正確的認(rèn)知有利于糾正錯(cuò)誤觀念、避免產(chǎn)生偏見。結(jié)論四:掌握正確的運(yùn)動(dòng)技能是參與多樣化運(yùn)動(dòng)的必要條件,學(xué)校與家庭的教育形式和手段影響了學(xué)生對(duì)基本技能的掌握水平。針對(duì)結(jié)論中的問題,以情感體驗(yàn)、運(yùn)動(dòng)能力和運(yùn)動(dòng)知識(shí)的認(rèn)知三個(gè)維度,從學(xué)生、學(xué)校、老師和家長(zhǎng)的角度提出相應(yīng)的解決策略。
[Abstract]:At present, the overall level of physical fitness of Chinese residents is increasing, but the overall level of physical activity is still relatively backward. Physical activities not only affect the national physical level, the lack of physical activity, but also may have a negative impact on social, economic, public health and other aspects. To improve the level of national physical activity, the key lies in the development of teenagers' physical activities. Paying attention to the habits of physical activities in the early stages of human development is conducive to breaking the lack of national physical activities. According to relevant studies, the key period of physical activity habit formation in children's growth stage is 9-10 years old (that is, the third grade of primary school), which is the best time to develop positive and scientific sports behavior. At this stage, children's plasticity is very strong, is the best time to form habits, and can continue to develop habits into lifelong participation in sports habits. In order to investigate whether the development of children's physical activity is conducive to the formation of lifelong sports participation in the critical period of the development of sports behavior habits, this paper investigates the physical activities of the third grade pupils from the perspective of physical literacy. To understand the current situation of the third grade pupils with physical literacy, and to judge the possibility of their lifelong participation in physical activities. The investigation is mainly conducted from the following three dimensions: emotional experience, including interest, motivation, self-confidence, value judgment and responsibility, mastery of sports ability, that is, mastering motor skills that can be applied to different sports situations; The cognition of physical activity, that is, the mastering and understanding of sports knowledge, etc. Through the methods of case, literature, observation, questionnaire, interview and so on, 68 students from two classes in the third grade of the first experimental primary school of Huilong observation Center were investigated. Through in-depth investigation and research, 68 third-grade students were observed on physical activities in school, questionnaires were conducted on students and parents, and teachers were interviewed to understand the emotional experience of third-grade pupils in physical activities. The learning and mastering of motor skills, the cognition and understanding of sports knowledge, and by summarizing the following conclusions: first, physical accomplishment is a kind of comprehensive ability, The lack of a single element does not encourage students to form the habit of participating in physical activity. Conclusion: affective factor is the intrinsic factor of forming the habit of physical activity. Cultivating students' interest in participating in physical activity is helpful to promote active physical activity. Conclusion: to improve students' cognition and understanding of physical activity is the premise of healthy and active physical activity. Correct cognition is helpful to correct misconceptions and avoid prejudice. Conclusion: mastering correct motor skills is a necessary condition for participating in diversified sports. The forms and means of education in schools and families affect students' mastery of basic skills. In view of the problems in the conclusion, the corresponding strategies are put forward from the perspectives of students, schools, teachers and parents from the three dimensions of emotional experience, sports ability and cognition of sports knowledge.
【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

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