【摘要】：本文是研究個(gè)人與團(tuán)隊(duì)籃球游戲?qū)?-6年級(jí)學(xué)生自我意識(shí)的不同影響。自我意識(shí)是個(gè)人對(duì)自我、社會(huì)關(guān)系、人際關(guān)系的綜合認(rèn)識(shí),而自我意識(shí)的水平是個(gè)人能否客觀公正的對(duì)自身與其所處的現(xiàn)狀與關(guān)系進(jìn)行評(píng)價(jià)的重要影響因素。自我意識(shí)在人的思想與行為方面都會(huì)有所體現(xiàn),如學(xué)生在校的行為、社交等都會(huì)對(duì)自我如外貌、自卑情緒或是焦慮等都會(huì)有所影響,最直觀的影響是學(xué)習(xí)成績(jī)與心理健康等。自我意識(shí)的發(fā)展是從嬰幼兒時(shí)期開(kāi)始的,呈總體向上的波段式發(fā)展,同時(shí)自我意識(shí)有顯著的年級(jí)變化,在小學(xué)四年級(jí)時(shí)發(fā)展水平有所放緩,后在初二階段回升。自我意識(shí)的發(fā)展主要受家庭、學(xué)校和人際關(guān)系的影響較為嚴(yán)重,不良外在因素會(huì)使自我意識(shí)的發(fā)展受阻甚至下降,從而導(dǎo)致心理問(wèn)題和社交關(guān)系受到影響。本著提升學(xué)生心理健康水平,幫助學(xué)生健康發(fā)展的初衷,本研究目的是在4-6年級(jí)這個(gè)自我意識(shí)下降的特殊階段對(duì)學(xué)生進(jìn)行不同類(lèi)型籃球游戲的干預(yù),試圖發(fā)現(xiàn)適合本階段學(xué)生的游戲類(lèi)型,并幫助學(xué)生提高自我意識(shí)水平。小學(xué)階段是人對(duì)社會(huì)的認(rèn)識(shí)與自我心理成長(zhǎng)的塑形階段,而四年級(jí)開(kāi)始出現(xiàn)的自我意識(shí)發(fā)展水平放緩與高速發(fā)展時(shí)期相比更能體現(xiàn)實(shí)驗(yàn)對(duì)學(xué)生自己意識(shí)影響的有效性與區(qū)別性。文章以深圳市龍崗區(qū)寶沙一路寶龍學(xué)校4-6年級(jí)學(xué)生為被試對(duì)象,進(jìn)行長(zhǎng)達(dá)四個(gè)月的籃球游戲干預(yù)研究。其中個(gè)人籃球游戲組45人,團(tuán)隊(duì)籃球游戲組45人,對(duì)照組學(xué)生45人,以Piers-Harris兒童自我意識(shí)量表為工具對(duì)實(shí)驗(yàn)對(duì)象進(jìn)行調(diào)查與結(jié)果測(cè)試,所得數(shù)據(jù)使用SPSS13.0系統(tǒng)軟件進(jìn)行統(tǒng)計(jì)學(xué)分析,結(jié)果表明:在個(gè)人與團(tuán)隊(duì)兩種籃球游戲的干預(yù)中,兩種籃球游戲皆對(duì)學(xué)生的自我意識(shí)有總體上的增強(qiáng)作用。個(gè)人與團(tuán)隊(duì)籃球游戲?qū)?-6年級(jí)學(xué)生的行為、智力與學(xué)校情況、合群等6方面的評(píng)價(jià)均有不同程度的影響。個(gè)人籃球游戲?qū)χ橇εc學(xué)校情況、合群維度和行為維度有顯著積極影響,而其他三方面無(wú)影響。團(tuán)隊(duì)籃球游戲?qū)χ橇εc學(xué)校情況、合群維度和行為維度有顯著積極影響,而其他三方面無(wú)影響。個(gè)人籃球游戲在總分提升率上比團(tuán)隊(duì)籃球游戲有更好效果�！靶袨椤薄ⅰ败|體與外貌屬性”、“焦慮”三個(gè)維度個(gè)人籃球游戲提升率比團(tuán)隊(duì)籃球游戲高�！爸橇εc學(xué)校情況”、“合群”、“幸福與滿足”三個(gè)維度團(tuán)隊(duì)籃球游戲提升率比個(gè)人籃球游戲高。對(duì)照組自我意識(shí)總體無(wú)明顯變化,幸福與滿足維度有明顯下降趨勢(shì)。根據(jù)實(shí)驗(yàn)研究得出以下結(jié)論:個(gè)人與團(tuán)隊(duì)籃球游戲?qū)ψ晕乙庾R(shí)發(fā)展水平放緩時(shí)期的學(xué)生都具有積極影響。
[Abstract]:This paper is to study the effect of individual and team basketball game on the self-consciousness of 4-6 students. Self-consciousness is a comprehensive understanding of the individual's self, social relations and interpersonal relationship, and the level of self-consciousness is an important factor that the individual can objectively and justly evaluate the status and relationship of the individual. The self-consciousness can be reflected in the people's thought and behavior, such as the behavior of the student in school, the social and so on will affect the self, such as appearance, low self-esteem, anxiety, etc., the most visual effect is the academic achievement and the mental health, etc. The development of self-consciousness is from the beginning of the infant period, in the overall upward band type development, while the self-consciousness has a significant grade change, the development level in the fourth grade of the primary school has slowed, and then recovered in the first two stages. The development of self-consciousness is mainly affected by the influence of family, school and interpersonal relationship. In order to improve the students' mental health level and to help the students' healthy development, the purpose of this study is to intervene in the different types of basketball games to the students in the special stage of the self-consciousness decline in the fourth-sixth grade, and try to find the game type suitable for the students in this stage. And help the students to improve the self-awareness level. The primary stage is the shaping stage of the people's understanding of the society and the self-psychological growth, and the level of self-consciousness development in the fourth grade has a better effect on the students' self-consciousness than the high-speed development period. In this paper, four-month-long basketball game intervention was conducted for 4-6 students in Baoshan School, Longgang District, Shenzhen. Among them,45 of the personal basketball game group,45 in the team basketball game group and 45 in the control group, the experiment objects were investigated and the results were tested with the Piers-Harris Children's Self-awareness Scale. The results showed that: In the intervention of the two kinds of basketball games between the individual and the team, the two kinds of basketball games have an overall effect on the students' self-consciousness. The individual and team basketball games have different degrees of influence on the behavior, intelligence and school situation of the 4-6 grade students. The individual basketball game has a significant positive effect on the intelligence and the school situation, the group dimension and the behavior dimension, while the other three aspects have no influence. The team basketball game has a significant positive effect on the intelligence and the school situation, the group dimension and the behavior dimension, while the other three aspects have no effect. The personal basketball game has a better effect on the overall score improvement rate than the team basketball game. "act", "body and appearance attributes", and "anxiety" three-dimensional personal basketball game improvement rate is higher than that of the team basketball game. In "Intelligence and school conditions", "combined group", and "happiness and satisfaction", the basketball game promotion rate of the three dimension team is higher than that of the personal basketball game. The self-consciousness of the control group has no obvious change, and the well-being and the satisfaction of the dimension have a significant downward trend. According to the experimental study, the following conclusions are drawn: the individual and team basketball game have a positive effect on the students in the period of self-awareness development.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.8

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