本文選題：武術(shù)文化認同 + 心理結(jié)構(gòu)��； 參考：《東北師范大學(xué)》2017年博士論文

【摘要】：武術(shù)文化認同是近年來一個熱點問題,它不僅涉及武術(shù)項目自身傳承與發(fā)展,同時對繁榮民族傳統(tǒng)文化、捍衛(wèi)國家文化安全,以及引領(lǐng)、塑造青少年思想道德、價值觀念具有重要價值與意義。以往研究主要從宏觀、理論層面對武術(shù)文化認同價值與意義進行分析、討論,但缺少微觀、實證的分析與討論,特別是對武術(shù)文化認同結(jié)構(gòu)、測量和評價方面的細致分析與討論是以往研究的不足。針對以往研究不足,本研究以中學(xué)學(xué)校武術(shù)教育為視角,從實證角度出發(fā)對武術(shù)文化認同的結(jié)構(gòu)、測量及應(yīng)用效果等進行了有意嘗試與探索。具體來講,本研究通過文獻綜述、邏輯分析、開放式問卷調(diào)查等方法,從理論角度構(gòu)建中學(xué)生武術(shù)文化認同的概念和結(jié)構(gòu)維度,運用專家評價法、項目分析法、驗證性因素分析等技術(shù)、方法在實證中檢驗、修正了中學(xué)生武術(shù)文化認同維度并以此為依據(jù)編制了符合心理測量學(xué)要求的中學(xué)生武術(shù)文化認同測量工具;利用該測量工具對我國五個城市中六所具有良好武術(shù)教學(xué)環(huán)境的初高中學(xué)生進行調(diào)查統(tǒng)計,分析了中學(xué)生武術(shù)文化認同在年齡、性別以及日常武術(shù)學(xué)習(xí)、鍛煉上的變化情況;利用量表測量法、數(shù)理統(tǒng)計法分析和討論了武術(shù)教育環(huán)境與中學(xué)生武術(shù)文化認同的相關(guān)關(guān)系、預(yù)測作用以及武術(shù)文化認同與中學(xué)生武術(shù)運動情境動機、武術(shù)學(xué)習(xí)滿意度、社會主義核心價值觀的相關(guān)關(guān)系、預(yù)測作用;由此,從心理測量學(xué)視角為了解、提升中學(xué)武術(shù)文化認同以及拓展武術(shù)文化認同的作用、價值提供了理論與實踐參考。本研究圍繞中學(xué)生武術(shù)文化認同結(jié)構(gòu)與量表編制、中學(xué)生武術(shù)文化認同影響因素、中學(xué)生武術(shù)文化認同作用效果三個主要方面進行研究。綜合本研究的三方面結(jié)果得出主要結(jié)論如下:(1)中學(xué)生武術(shù)文化認同是一個多維度結(jié)構(gòu),由一個二階因子和四個一階因子構(gòu)成,包括武術(shù)文化認知評價、武術(shù)文化情感體驗、武術(shù)文化行為表現(xiàn)、武術(shù)文化身份認同四個一階因子,共同構(gòu)成二階因子--中學(xué)生武術(shù)文化認同。(2)《中學(xué)生武術(shù)文化認同量表》具有良好的信度與效度,可以利用其進行相應(yīng)的測量與評價。(3)隨著年齡的變化,中學(xué)生武術(shù)文化認同及其各維度呈現(xiàn)非線性、復(fù)雜性特點,具體表現(xiàn)為初一年級最高、初二年級最低,其余年級在二者中間波動起伏的變化特征。(4)每次鍛煉強度、每次鍛煉時間、每周鍛煉頻率對中學(xué)生武術(shù)文化認同有著積極影響,但影響效果的變化具有一定復(fù)雜性,對于影響效果的解釋與應(yīng)用需參考武術(shù)教學(xué)實際情景。(5)武術(shù)教育環(huán)境與中學(xué)生武術(shù)文化認同具有一定的關(guān)聯(lián)性,利用武術(shù)教育社會環(huán)境、武術(shù)教育家庭環(huán)境、武術(shù)教育學(xué)校環(huán)境、武術(shù)教育課堂環(huán)境可以預(yù)測中學(xué)生武術(shù)文化認同變化特征;其中,武術(shù)教育家庭環(huán)境、武術(shù)教育課堂環(huán)境預(yù)測作用較為突出。(6)武術(shù)文化認同與中學(xué)生武術(shù)學(xué)習(xí)內(nèi)在動機、鑒別調(diào)節(jié)動機相關(guān)較為緊密,前者對后兩個變量預(yù)測效果較好;武術(shù)文化認同與中學(xué)生武術(shù)學(xué)習(xí)外部調(diào)節(jié)動機、缺乏動機相關(guān)程度較低,前者對后兩個變量預(yù)測效果較差。(7)武術(shù)文化認同與中學(xué)生武術(shù)學(xué)習(xí)滿意度、社會主義核心價值觀具有一定的關(guān)聯(lián)性,利用武術(shù)文化認同可以預(yù)測中學(xué)生武術(shù)學(xué)習(xí)滿意度、社會主義核心價值觀變化特征。
[Abstract]:The cultural identity of Wushu is a hot issue in recent years. It not only involves the inheritance and development of the Wushu project itself, but also is of great value and significance to the prosperity of the traditional culture of the nation, the security of the national culture, and the guidance, the creation of the ideology and morality of the youth and the values of the values. The analysis and discussion of the value and significance, but the lack of microscopic, empirical analysis and discussion, especially the detailed analysis and discussion of the structure of the cultural identity of Wushu, and the detailed analysis and discussion of the measurement and evaluation are the shortcomings of the previous research. The structure, measurement and application effect have been tried and explored. Specifically, this study, through literature review, logical analysis, open questionnaire survey and other methods, constructs the concept and structure dimension of middle school students' Wushu cultural identity from the theoretical point of view, and uses expert evaluation method, project analysis method, confirmatory factor analysis and other techniques. In the empirical test, the students' Wushu culture identity dimension was revised and based on which the students' Wushu culture identification measurement tool was compiled in accordance with the requirements of psychometrics, and the survey was carried out on six junior high school students with good martial arts teaching environment in five cities of China. Cultural identity in age, gender, and daily martial arts learning, exercise changes, using scale measurement and mathematical statistics to analyze and discuss the relationship between Wushu education environment and middle school students' Wushu cultural identity, prediction function, Wushu culture identification and middle school students' Wushu sports situation motivation, Wushu learning satisfaction, society. The relationship between the core values of the doctrine and the prediction function; thus, from the perspective of psychometrics to enhance the cultural identity of the middle school Wushu and to expand the role of the cultural identity of the Wushu, the value provides the theoretical and practical reference. This study is about the establishment and scale of the cultural identity of middle school students and the influence of the cultural identity of the middle school students. The main conclusions of the three aspects of this study are as follows: (1) the cultural identity of the middle school students is a multi-dimensional structure, consisting of a two order factor and four first order factors, including the evaluation of Wushu culture, the emotional experience of Wushu, and the martial arts. (1) the cultural identity of the middle school students is a multi dimension structure. The performance of cultural behavior, Wushu cultural identity of the four first factors, together constitute the two order factor - the middle school students' Wushu cultural identity. (2) < middle school Wushu culture identification scale > has good reliability and validity, can be used to carry out the corresponding measurement and evaluation. (3) with the change of age, middle school students' Wushu cultural identity and its various dimensions The characteristics of nonlinear and complex are the highest in the first grade, the lowest in the second grade and the fluctuating characteristics of the other grades in the middle of the two. (4) each exercise intensity, each exercise time, and the frequency of weekly exercise have a great influence on the cultural identity of the middle school students, but the change of effect has a certain complexity. The interpretation and application of the influence effect should be referred to the actual situation of Wushu teaching. (5) the environment of Wushu education is related to the cultural identity of the middle school students, and the social environment of Wushu education, the family environment of Wushu education, the school environment of Wushu education and the classroom environment of Wushu education can be used to predict the characteristics of the cultural identity of middle school students. Among them, Wushu education family environment, Wushu education classroom environment prediction role is more prominent. (6) Wushu cultural identity and the inner motivation of middle school students' martial arts learning, the identification of adjustment motivation is more closely related, the former is better for the latter two variables prediction effect; Wushu culture identification with the external adjustment motivation of the middle school students' Wushu learning, the lack of motivation related to the middle school students' Wushu learning The degree is low, the former has a poor prediction effect on the latter two variables. (7) the cultural identity of martial arts and students' satisfaction in Wushu learning, and the socialist core values have a certain relevance. The use of Wushu cultural identity can predict students' satisfaction in Wushu learning and the characteristics of the change of socialist core values.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G633.96

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