自我控制反饋對(duì)動(dòng)作技能學(xué)習(xí)的作用
發(fā)布時(shí)間：2018-08-20 16:56
【摘要】：研究目的:為了解自我控制反饋對(duì)動(dòng)作技能學(xué)習(xí)的促進(jìn)作用、學(xué)習(xí)者具體的要求反饋的策略和他們的學(xué)習(xí)過程以及這一促進(jìn)作用在不同群體中的體現(xiàn),本研究設(shè)計(jì)了四個(gè)實(shí)驗(yàn)。研究方法及結(jié)果:實(shí)驗(yàn)采用非利手投擲飛鏢的任務(wù)。實(shí)驗(yàn)一對(duì)比了自我控制反饋和被動(dòng)接受反饋對(duì)動(dòng)作技能學(xué)習(xí)的不同作用,實(shí)驗(yàn)結(jié)果表明,自我控制反饋組的學(xué)習(xí)成績顯著高于被動(dòng)接受反饋組,p0.05。為探究自我控制反饋的時(shí)機(jī),并使得反饋信息更加直觀,實(shí)驗(yàn)二改進(jìn)了實(shí)驗(yàn)設(shè)備,利用調(diào)光玻璃板控制反饋,采用2×2的兩因素實(shí)驗(yàn)設(shè)計(jì),四組被試獲得反饋的方式分別為操作前-自我控制組、操作前-配對(duì)組、操作后-自我控制組、操作后-配對(duì)組,結(jié)果表明,在第二天的保持測試和遷移測試中,操作后-自我控制反饋組的被試學(xué)習(xí)效果最好,與其他組的差異顯著,p0.05,且其他各組之間均沒有顯著性差異,p0.05。為進(jìn)一步探究自我控制反饋條件下學(xué)習(xí)者的具體學(xué)習(xí)過程和采用的學(xué)習(xí)策略,實(shí)驗(yàn)三中要求自我控制反饋組和配對(duì)組的所有被試在每次投擲動(dòng)作完成后先對(duì)自己的操作表現(xiàn)進(jìn)行估計(jì),再?zèng)Q定是否需要提供反饋。結(jié)果發(fā)現(xiàn),在測試階段,自我控制反饋組的學(xué)習(xí)效果顯著好于配對(duì)組,p0.05,且自我控制反饋組的自評(píng)成績中,練習(xí)前半階段要求反饋時(shí)的成績與不要求反饋時(shí)的成績沒有顯著差異,p0.05,但在練習(xí)后半階段要求反饋時(shí)的成績顯著較好,p0.05,自我控制組自評(píng)成績與實(shí)際成績之間的差值隨著練習(xí)的推進(jìn)逐漸減小,p0.05,配對(duì)組的成績差值沒有顯著變化,p0.05。實(shí)驗(yàn)四建立在實(shí)驗(yàn)三的基礎(chǔ)上,探究了乒乓球運(yùn)動(dòng)員中自我控制反饋對(duì)技能學(xué)習(xí)的作用,實(shí)驗(yàn)結(jié)果表明,在乒乓球運(yùn)動(dòng)員中,自我控制反饋組的學(xué)習(xí)成績顯著高于配對(duì)組,p0.05。但該組要求反饋和不要求反饋時(shí)的自評(píng)成績沒有顯著差異,p0.05。兩組自評(píng)成績與實(shí)際成績的差值也沒有隨練習(xí)的深入而減少,p0.05。結(jié)論:1.相較于被動(dòng)接受反饋,自我控制反饋更利于運(yùn)動(dòng)技能的學(xué)習(xí)。2.學(xué)習(xí)者以自己的操作表現(xiàn)為依據(jù)要求反饋,在自我控制反饋中,自主性支持和積極強(qiáng)化這兩種因素起到了重要作用。3.自我控制反饋學(xué)習(xí)者在練習(xí)前半階段通過消極反饋修正錯(cuò)誤,并依靠積極反饋增強(qiáng)自信,在練習(xí)的后半階段主要依靠積極反饋促進(jìn)學(xué)習(xí),反饋的動(dòng)機(jī)功能和信息功能都不容忽視。4.自我控制反饋學(xué)習(xí)者的錯(cuò)誤偵察能力會(huì)隨著練習(xí)的深入而提高。5.技能熟練者如乒乓球運(yùn)動(dòng)員在學(xué)習(xí)新異任務(wù)時(shí),自我控制反饋對(duì)學(xué)習(xí)的促進(jìn)作用依然存在,但他們的學(xué)習(xí)策略可能和普通人有所不同,而且不論主動(dòng)要求反饋還是被動(dòng)接受反饋,他們的錯(cuò)誤偵察能力都隨著練習(xí)得到了提高。
[Abstract]:Objective: in order to understand the promoting effect of self-control feedback on the learning of motor skills, the strategies and learning process in which learners require feedback, and the embodiment of this facilitating effect in different groups, four experiments were designed in this study. Methods and results: the task of throwing darts with non-sharp hand was used in the experiment. Experiment 1 compared the different effects of self-controlled feedback and passive feedback on the learning of motor skills. The results showed that the self-controlled feedback group was significantly higher than the passive acceptance feedback group in learning performance. In order to explore the timing of self-control feedback and make the feedback information more intuitive, experiment 2 improved the experimental equipment, used dimming glass board to control feedback, and adopted 2 脳 2 two-factor experimental design. The four groups received feedback from pre-control group, post-control group and post-pairing group, respectively. The results showed that in the retention test and migration test on the second day, The learning effect of the post-operation self-control feedback group was the best with significant difference between the other groups (p 0.05) and the other groups (P 0.05). In order to further explore the specific learning process and learning strategies adopted by learners under the condition of self-control feedback, In experiment 3, all the subjects in the self-controlled feedback group and the matched group were asked to estimate their performance after each throwing, and then to decide whether to provide feedback or not. The results showed that, in the test phase, the self-controlled feedback group had significantly better learning effect than the matched group (p0.05), and the self-control feedback group's self-evaluation score was better than that of the self-controlled feedback group. There was no significant difference between the results of the first half of the exercise and that of the ones without feedback, but the results of the feedback required in the second half of the practice period were significantly better than that of the control group, and the difference between the self-assessment scores and the actual results in the self-control group was significant. With the advance of the exercise, the score difference of the matched group decreased gradually, but the difference of the score of the matched group did not change significantly (P 0.05). On the basis of experiment 3, experiment 4 explores the effect of self-control feedback on the skill learning of table tennis players. The experimental results show that the self-control feedback group has significantly higher learning performance than the matched group (p0.05) in table tennis players. However, there was no significant difference in self-assessment scores between those who asked for feedback and those who did not. The difference between self-assessment and actual achievement in both groups was not reduced by 0. 05. Conclusion 1. Compared with passive feedback, self-control feedback is more conducive to motor skills learning. 2. In self-control feedback, autonomy support and positive reinforcement play an important role in self-control feedback. Self-controlled feedback learners correct errors through negative feedback in the first half of the exercise, and rely on positive feedback to enhance their self-confidence. In the latter half of the exercise, they mainly rely on positive feedback to promote learning. The motivation function and information function of feedback can not be ignored. The error detection ability of self-controlled feedback learners will improve with the development of practice. Skilled players such as table tennis players still have positive effects on learning when learning new tasks, but their learning strategies may be different from those of ordinary people. And their error-detection ability improves with practice, both actively requesting feedback and passively receiving feedback.
【學(xué)位授予單位】：上海體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842.3
本文編號(hào)：2194339
[Abstract]:Objective: in order to understand the promoting effect of self-control feedback on the learning of motor skills, the strategies and learning process in which learners require feedback, and the embodiment of this facilitating effect in different groups, four experiments were designed in this study. Methods and results: the task of throwing darts with non-sharp hand was used in the experiment. Experiment 1 compared the different effects of self-controlled feedback and passive feedback on the learning of motor skills. The results showed that the self-controlled feedback group was significantly higher than the passive acceptance feedback group in learning performance. In order to explore the timing of self-control feedback and make the feedback information more intuitive, experiment 2 improved the experimental equipment, used dimming glass board to control feedback, and adopted 2 脳 2 two-factor experimental design. The four groups received feedback from pre-control group, post-control group and post-pairing group, respectively. The results showed that in the retention test and migration test on the second day, The learning effect of the post-operation self-control feedback group was the best with significant difference between the other groups (p 0.05) and the other groups (P 0.05). In order to further explore the specific learning process and learning strategies adopted by learners under the condition of self-control feedback, In experiment 3, all the subjects in the self-controlled feedback group and the matched group were asked to estimate their performance after each throwing, and then to decide whether to provide feedback or not. The results showed that, in the test phase, the self-controlled feedback group had significantly better learning effect than the matched group (p0.05), and the self-control feedback group's self-evaluation score was better than that of the self-controlled feedback group. There was no significant difference between the results of the first half of the exercise and that of the ones without feedback, but the results of the feedback required in the second half of the practice period were significantly better than that of the control group, and the difference between the self-assessment scores and the actual results in the self-control group was significant. With the advance of the exercise, the score difference of the matched group decreased gradually, but the difference of the score of the matched group did not change significantly (P 0.05). On the basis of experiment 3, experiment 4 explores the effect of self-control feedback on the skill learning of table tennis players. The experimental results show that the self-control feedback group has significantly higher learning performance than the matched group (p0.05) in table tennis players. However, there was no significant difference in self-assessment scores between those who asked for feedback and those who did not. The difference between self-assessment and actual achievement in both groups was not reduced by 0. 05. Conclusion 1. Compared with passive feedback, self-control feedback is more conducive to motor skills learning. 2. In self-control feedback, autonomy support and positive reinforcement play an important role in self-control feedback. Self-controlled feedback learners correct errors through negative feedback in the first half of the exercise, and rely on positive feedback to enhance their self-confidence. In the latter half of the exercise, they mainly rely on positive feedback to promote learning. The motivation function and information function of feedback can not be ignored. The error detection ability of self-controlled feedback learners will improve with the development of practice. Skilled players such as table tennis players still have positive effects on learning when learning new tasks, but their learning strategies may be different from those of ordinary people. And their error-detection ability improves with practice, both actively requesting feedback and passively receiving feedback.
【學(xué)位授予單位】：上海體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842.3
【參考文獻(xiàn)】
相關(guān)期刊論文 前2條
1 王海燕;;國外針對(duì)追加反饋頻率的研究現(xiàn)狀[J];現(xiàn)代營銷(學(xué)苑版);2013年01期
2 金亞虹,章建成,任杰,楊曄;國外運(yùn)動(dòng)學(xué)習(xí)中追加反饋的研究現(xiàn)狀[J];心理科學(xué);2002年06期
，本文編號(hào)：2194339
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