本文選題：目標(biāo)設(shè)置　切入點(diǎn)：初中生　出處：《首都體育學(xué)院》2017年碩士論文

【摘要】：為了考察初中生排球墊球?qū)W習(xí)中不同目標(biāo)設(shè)置對(duì)其自我效能及成績(jī)的影響,探討其影響的內(nèi)在機(jī)理和原因,本研究在梳理目標(biāo)設(shè)置理論、自我效能感理論及其在體育教學(xué)中應(yīng)用的基礎(chǔ)上,運(yùn)用文獻(xiàn)法、專(zhuān)家訪談法、心理測(cè)量法、實(shí)驗(yàn)法、邏輯法及數(shù)理統(tǒng)計(jì)法等方法,深入探討了初中生排球墊球?qū)W習(xí)中不同目標(biāo)設(shè)置對(duì)其自我效能及成績(jī)的影響,以期為提升初中生自我效能水平及提高初中排球墊球技術(shù)教學(xué)效果提供一定參考。本研究以不同目標(biāo)設(shè)置對(duì)初中生自我效能及排球墊球成績(jī)的影響為研究對(duì)象,以北京市第一六六中學(xué)初一年級(jí)的二、三、四、七班共80名志愿者為實(shí)驗(yàn)對(duì)象。其中,短期目標(biāo)組20人、長(zhǎng)期目標(biāo)組19人、短長(zhǎng)結(jié)合目標(biāo)組20人及未設(shè)目標(biāo)組21人。實(shí)驗(yàn)時(shí)間為12周,測(cè)試三次,即實(shí)驗(yàn)前、實(shí)驗(yàn)中期(6周)和實(shí)驗(yàn)后(12周)。實(shí)驗(yàn)前不同組別受試者的身體形態(tài)、身體素質(zhì)及自我效能水平、排球自墊球成績(jī)均未呈現(xiàn)顯著性差異,受試對(duì)象同質(zhì)性較好。經(jīng)過(guò)6周和12周的教學(xué)實(shí)驗(yàn),學(xué)生分別完成一般自我效能量表和排球自墊球測(cè)試,測(cè)試指標(biāo)為自我效能水平、自墊球量化成績(jī)和自墊球技評(píng)成績(jī)。研究結(jié)果表明:(1)實(shí)驗(yàn)前后,初中生自我效能水平存在統(tǒng)計(jì)學(xué)上極顯著性差異,并且隨著實(shí)驗(yàn)時(shí)間延長(zhǎng),其自我效能水平提高幅度逐漸增大。短長(zhǎng)結(jié)合目標(biāo)組自我效能水平與短期目標(biāo)組、長(zhǎng)期目標(biāo)組及未設(shè)目標(biāo)組存在顯著性差異,短期目標(biāo)組與長(zhǎng)期目標(biāo)組、未設(shè)目標(biāo)組則不存在顯著性差異。短長(zhǎng)結(jié)合目標(biāo)組自我效能水平提高幅度最大,其他三組提高幅度的差異不明顯。(2)實(shí)驗(yàn)前后,初中生自墊球量化成績(jī)得到明顯的提高,并存在統(tǒng)計(jì)學(xué)上的顯著性差異。在實(shí)驗(yàn)中期,短期目標(biāo)組、短長(zhǎng)結(jié)合目標(biāo)組的提高幅度卻明顯高于長(zhǎng)期目標(biāo)組和未設(shè)目標(biāo)組。而在實(shí)驗(yàn)后期,短期組和長(zhǎng)期組的總體增長(zhǎng)幅度卻相差不大,只有短長(zhǎng)結(jié)合目標(biāo)組在自墊球量化成績(jī)上提高幅度較大。(3)實(shí)驗(yàn)前后,初中生自墊球技評(píng)成績(jī)得到顯著性提高,并存在統(tǒng)計(jì)學(xué)上的極顯著性差異。短長(zhǎng)結(jié)合目標(biāo)組與短期目標(biāo)組、未設(shè)目標(biāo)組存在顯著性差異,但與長(zhǎng)期目標(biāo)組不存在顯著性差異。在提高幅度上,短長(zhǎng)結(jié)合目標(biāo)組占據(jù)明顯優(yōu)勢(shì),而短期目標(biāo)組和未設(shè)目標(biāo)組則相對(duì)落后。(4)鑒于不同目標(biāo)設(shè)置對(duì)初中生自我效能、自墊球量化和技評(píng)成績(jī)的影響,短期目標(biāo)與長(zhǎng)期目標(biāo)相結(jié)合是提高初中生自我效能水平和自墊球成績(jī)最有效的教學(xué)方法和手段。
[Abstract]:In order to investigate the influence of different goal setting on the self-efficacy and achievement of junior high school students in volleyball cushion learning, and to explore the internal mechanism and reason of its influence, this study is combing the theory of goal setting.Based on the theory of self-efficacy and its application in physical education, the methods of literature, expert interview, psychological measurement, experiment, logic and mathematical statistics are used.This paper probes into the influence of different goal setting on the self-efficacy and achievement of junior high school students in volleyball cushion learning in order to provide some reference for improving the self-efficacy level of junior high school students and improving the teaching effect of volleyball cushion technique in junior high school.In this study, the effects of different goal setting on junior high school students' self-efficacy and volleyball score were studied. 80 volunteers in Grade two, three, four and seven of Beijing No. 166 Middle School were selected as subjects.Among them, 20 in short term target group, 19 in long term goal group, 20 in short term target group and 21 in non target group.The experimental time was 12 weeks, three times, that is, before the experiment, in the middle of the experiment for 6 weeks) and 12 weeks after the experiment.Before the experiment, there was no significant difference in body shape, physical quality and self-efficacy level of subjects in different groups, and there was no significant difference in the scores of volleyball self-washers, and the subjects had better homogeneity.After 6 weeks and 12 weeks of teaching experiment, the students completed the general self-efficacy scale and volleyball self-cushion test respectively. The test indexes were self-efficacy level, self-cushion quantitative score and self-cushion skill evaluation score.The results showed that there was statistically significant difference in the level of self-efficacy of junior high school students before and after the experiment, and with the extension of experimental time, the increase of self-efficacy level increased gradually.There was significant difference in self-efficacy level between short-term and long-term goals group, long-term goal group and non-target group, but there was no significant difference between short-term goal group and long-term goal group, and non-target group.The self-efficacy level of the short-length combined target group was the largest, but the difference of the other three groups was not obvious. 2) before and after the experiment, the scores of self-gasket quantification of junior high school students were obviously improved, and there were statistically significant differences.In the middle of the experiment, the improvement of short-term target group and short-length combined target group was significantly higher than that of long-term target group and non-target group.However, in the late period of the experiment, there was no significant difference between the short-term group and the long-term group. Only in the short-length combined target group, the self-padding scores were improved significantly before and after the experiment, and the scores of self-padding were significantly improved before and after the experiment.And there is a statistically significant difference.There was significant difference between the short and long target group and the short term target group, but there was no significant difference between the short and long term target group and the long term target group.In order to improve the range, the short-length combined target group occupied a significant advantage, while the short-term goal group and the non-target group were relatively backward. (4) in view of the effect of different goal setting on junior high school students' self-efficacy, self-cushion quantification and technical evaluation results,The combination of short and long term goals is the most effective teaching method and means to improve junior high school students' self-efficacy and self-cushion scores.
【學(xué)位授予單位】：首都體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.96

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