【摘要】：山東省針對中小學(xué)生進(jìn)行普及游泳計劃,而學(xué)生的恐水心理卻是影響游泳教學(xué)質(zhì)量的其中一個重要原因。本文以體育運動心理學(xué)、認(rèn)知心理學(xué)和現(xiàn)代教學(xué)論為指導(dǎo)思想。通過采用文獻(xiàn)資料法、專家訪問法、問卷調(diào)查法、數(shù)理統(tǒng)計法和實驗法,本論文分析研究了游泳初學(xué)者學(xué)生的恐水現(xiàn)象,并根據(jù)情緒調(diào)節(jié)理論設(shè)計出3種恐水心理的調(diào)節(jié)方法。在教學(xué)實驗中,根據(jù)游泳教學(xué)的實際情況,運用于游泳初級班教學(xué)中,驗證了其良好的效果。本文研究得出的結(jié)論如下:1調(diào)查結(jié)果顯示,滕北中學(xué)初二年級游泳學(xué)習(xí)初,有輕度恐水同學(xué)和恐水心理的同學(xué)占73%�？炙睦韺τ斡窘虒W(xué)效果會引發(fā)消極心理,消除或減輕恐水同學(xué)心理是提升游泳學(xué)習(xí)效果一個非常有用的途徑。2游泳教學(xué)中學(xué)生的恐水心理產(chǎn)生的因素包括三個方面,情景因素即游泳教學(xué)中的場館設(shè)施、泳池深度;生理因素是學(xué)生的本身素質(zhì)和學(xué)習(xí)態(tài)度;認(rèn)知因素是學(xué)生在游泳學(xué)習(xí)時出現(xiàn)錯誤技術(shù)導(dǎo)致失敗轉(zhuǎn)化為一種不良的刺激,產(chǎn)生恐水心理。3游泳教學(xué)中,恐水心理的調(diào)節(jié)分為原因調(diào)節(jié)和反應(yīng)調(diào)節(jié)。其中原因調(diào)節(jié)包括游泳情境創(chuàng)設(shè)、注意力轉(zhuǎn)移和認(rèn)知的改變以及調(diào)整。反應(yīng)調(diào)節(jié)是學(xué)生對于恐水心理于生理反應(yīng)、主觀體驗和表情行為三面進(jìn)行調(diào)節(jié)。4在游泳教學(xué)中,將恐水心理進(jìn)行重度恐水、中度恐水、輕度恐水和不恐水四種劃分。根據(jù)恐水心理調(diào)節(jié)理論,結(jié)合游泳教學(xué)的實際,設(shè)計出以下調(diào)節(jié)恐水心理的教學(xué)方法:(1)游泳表象演練調(diào)節(jié)法(2)游泳系統(tǒng)脫敏調(diào)節(jié)法(3)游泳暗示調(diào)節(jié)法。這三種方法作為游泳教學(xué)的輔助手段,在游泳教學(xué)實驗中證明有顯著性效果,有助消除恐水同學(xué)心理,提高學(xué)生游泳動作掌握,同樣可以提升游泳教學(xué)的質(zhì)量。
[Abstract]:Shandong province carries on the universal swimming plan for the primary and middle school students, but the students' fear of water is one of the important reasons that affect the swimming teaching quality. This paper is guided by sports psychology, cognitive psychology and modern teaching theory. By using the methods of literature, expert interview, questionnaire, mathematical statistics and experiment, this paper analyzes and studies the phenomenon of water phobia among the beginners of swimming, and designs three methods of regulating the psychology of water phobia according to the theory of emotion regulation. In the teaching experiment, according to the actual situation of swimming teaching, it is applied to the swimming junior class teaching, and its good effect is verified. The conclusions of this study are as follows: 1 the investigation results show that 73 students with mild fear of water and fear of water are in the first year of swimming study in the second grade of middle school in Tengbei. Water fear psychology can lead to negative psychology in swimming teaching. Eliminating or reducing the students' psychology is a very useful way to improve the swimming learning effect. 2 the factors of water fear psychology of middle school students in swimming teaching include three aspects. The scene factor is the facilities in swimming teaching, the depth of swimming pool; Physiological factors are students' own quality and learning attitude; Cognitive factors are the failure of students in swimming learning, resulting in failure into a bad stimulus, resulting in water-phobic psychology. 3 in swimming teaching, the regulation of water-fear psychology can be divided into cause regulation and response regulation. Among them, the adjustment includes the creation of swimming situation, the change of attention shift and cognition, as well as adjustment. The regulation of reaction is to regulate the students' physiological reaction, subjective experience and facial expression behavior. 4 in swimming teaching, the author divided the water-fear psychology into four categories: severe, moderate, mild and non-water-phobic. According to the theory of hydrophobic psychological regulation and the practice of swimming teaching, the following teaching methods were designed: (1) swimming imagery exercise adjustment method (2) swimming system desensitization regulation method (3) swimming hint regulation method. As an auxiliary means of swimming teaching, these three methods have been proved to have remarkable effect in swimming teaching experiment, which can help to eliminate the psychology of students who are afraid of water, improve the students' mastery of swimming movements, and also improve the quality of swimming teaching.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.96

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