本文選題：中學生　切入點：心境　出處：《蘇州大學》2016年碩士論文　論文類型：學位論文

【摘要】：研究目的:研究通過對不同性格特征中學生體育課前、后心境變化的分析研究,了解體育課對中學生心理活動的不同影響,以期為制定科學合理的體育教程、因材施教提供依據(jù),從而使中學生能以更加良好的心境狀態(tài)面對學校生活。研究方法:選定蘇州某高中高二年級483名在校學生作為實驗對象,其中男生274、女生209,平均年齡16~20歲。實驗分為三個階段進行,于實驗前、中、后對實驗對象分別進行量表調(diào)查和評定。第一階段為實驗前(即體育課前),向?qū)嶒瀸ο蟀l(fā)放艾森克人格問卷(EPQ)以及心境狀態(tài)量表(POMS),第二階段為實驗中(即一周體育課后)再次對實驗對象發(fā)放心境狀態(tài)量表(POMS),第三階段為實驗后(即兩周體育課后)對實驗對象又一次發(fā)放心境狀態(tài)量表(POMS)。實驗實施者在學生完成問卷填寫后,立即收取問卷并完成數(shù)據(jù)的統(tǒng)計工作。所測數(shù)據(jù)采用SPASS For Windows 17.0軟件進行數(shù)據(jù)分析。研究結(jié)果:1.實驗前:(1)實驗對象中男、女生在P、E、N、L維度得分差異有統(tǒng)計學差異,男生的P、E分高于女生(p0.05),但男生N、L分低于女生(P0.05),男女生在E、N維度的得分比較中上非常顯著(P0.01);男生的精神質(zhì)(P)、內(nèi)外向(E)、情緒穩(wěn)定性(N)高分比例均高于女生,但效度量表(L)高分比例小于女生。(2)男生的心境狀態(tài)總得分低于女生(即男生的TMD值低于女生),男生TMD值為108.37±20.05、女生TMD值為110.43±22.63。說明在體育課前男生的心境狀態(tài)好于女生;在憤怒、抑郁和精力三個維度得分中,男生的得分都要高于女生;在緊張、疲勞、慌亂和自尊四個維度得分中,則女生的得分要高于男生(P0.05或P小于0.01)。2.實驗中:男生的心境狀態(tài)總得分低于女生(即男生的TMD值低于女生),男生TMD值為111.24±22.05、女生TMD值為113.33±22.63。(P0.05或P小于0.01);與體育課前男女生心境狀態(tài)總得分比較,有所下降。3.實驗后:男生的心境狀態(tài)總得分低于女生(即男生的TMD值低于女生),男生TMD值為7.17±3.76、女生TMD值為7.54±2.99(P0.05或P小于0.01);與體育課前男女生心境狀態(tài)總得分比較,有大幅度下降。研究結(jié)論:1.不同性格特征中學生體育課前、后的心境狀態(tài)存在差異:樂觀開朗類型的中學生較多表現(xiàn)出積極的心境狀態(tài),焦慮易怒類型的中學生較多的表現(xiàn)出消極的心境狀態(tài);2.體育課對促進不同性格特征中學生積極心境狀態(tài)的喚醒以及維持時期的保持均有積極作用,有利于改善中學生的消極心境,提高中學生學習效率;3.體育課對不同性別中學生心境狀態(tài)的影響存在差異:男性中學生比女性中學生較多表現(xiàn)出積極的心境狀態(tài),較少表現(xiàn)出消極的心境狀態(tài)。
[Abstract]:Objective: to study the different effects of physical education on the psychological activities of middle school students before and after physical education with different personality characteristics, in order to make a scientific and reasonable course of physical education, the purpose of this study is to analyze the changes of state of mind before and after the physical education of middle school students with different personality characteristics. Teaching students in accordance with their aptitude can help them to face school life in a better state of mind. Methods: 483 senior middle school students in a senior high school in Suzhou were selected as the subjects of the experiment. Among them, 274 boys and 209 girls, with an average age of 16 to 20 years, were divided into three stages: before the experiment, in the middle of the experiment, The first stage was before the experiment (i.e., before physical education, the Eysenck personality questionnaire was issued to the subjects) and the state of mind scale (POMS), the second stage was in the experiment (I. e., one week body). In the third stage, after the experiment (that is, after two weeks of physical education), the subjects were again given the state of mind scale (POMS). After the students completed the questionnaire, the experimental implementers completed the questionnaire. The data were analyzed with the software SPASS For Windows 17.0. The results showed that there were significant differences in scores of male and female subjects in the dimension between male and female subjects before the experiment. The P0. 05 scores of male students were higher than that of girls, but the scores of Nel scores of boys were lower than those of girls. The scores of male and female students were significantly higher than those of female students in the scores of en dimension (P 0. 01), and the high scores of mental quality, introversion and extroversion, emotional stability of boys were higher than those of girls, while the scores of male and female students were significantly higher than those of female students, and the scores of male and female students were significantly higher than those of female students. The total score of male students was lower than that of girls (that is, the TMD value of boys was lower than that of girls, the TMD value of boys was 108.37 鹵20.05, and the TMD value of girls was 110.43 鹵22.63). This indicated that the mood state of boys was better than that of girls before physical education. Of the three dimensions of depression and energy, boys scored higher than girls; in the four dimensions of stress, fatigue, panic and self-esteem, The score of female students was higher than that of boys (P0.05 or P < 0.01). In the experiment, the total score of mental state of male students was lower than that of girls (that is, the TMD value of boys was lower than that of girls, the TMD value of boys was 111.24 鹵22.05, the TMD value of girls was 113.33 鹵22.63.00.05 or P < 0.01), and that of boys before physical education was lower than that of girls. The total score of female students' state of mind was compared, After the experiment, the total score of mental state of male students was lower than that of female students (that is, the TMD value of male students was lower than that of female students, the TMD value of boys was 7.17 鹵3.76, the TMD value of girls was 7.54 鹵2.99p 0.05 or P < 0.01), and the total score of mood state of male and female students before physical education was lower than that of male students before PE class. The results showed that there were significant differences in the mood state of middle school students with different personality traits before and after physical education. The students with optimistic and cheerful types showed positive state of mind. Students with anxiety and irritability tend to show negative state of mind 2.PE has a positive effect on arousal of positive state of mind of students with different personality characteristics and maintenance period. The effects of physical education on the mood state of middle school students of different genders were different: male middle school students showed more positive state of mind than female middle school students. Less negative state of mind.
【學位授予單位】：蘇州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.96

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