【摘要】：在這個瞬息萬變和競爭激烈的時代,中學生不僅需要儲備深厚的文化基礎知識,更需要練就較強的心理素質,學會自我調控,進而更好的適應社會�？梢哉f,良好的心理素質是中學生走向成功和未來的重要條件之一。然而,處于這個時期的中學生脾氣暴躁、易沖動,且缺乏一定的生活經(jīng)歷和心理磨練,導致其受挫力欠缺,心理承受力較差,在遇到困難和挫折的時往往消極頹廢。近年來,讓人觸目驚心的關于中學生因承受不了一點挫折,而選擇自殺事件的消息屢見報道。為此,中學生心理素質的培養(yǎng),尤其是挫折承受力的培養(yǎng)已成為素質教育的重要內容之一。而體育游戲恰好對學生非智力因素的培養(yǎng)和激發(fā)有一定的促進作用,如培養(yǎng)學生頑強的意志力、勇于挑戰(zhàn)困難和抵抗挫折的能力。因此,本文在教學實驗中通過體育游戲的手段試圖提高學生的挫折承受力,培養(yǎng)他們良好的心理素質,使其健康發(fā)展。本文主要以文獻法、問卷調查法、實驗法和數(shù)理統(tǒng)計法為研究方法,以《青少年心理韌性量表》和《中學生應對方式量表》為實驗的測量工具,從山西師范大學實驗中學的高二年級中選取2個班級,作為實驗班和對照班。通過體育游戲干預的教學實驗,采用實驗班和對照班前后測的實驗設計,來探析體育游戲干預對中學生應對方式和心理韌性的影響作用,進而得知體育游戲干預對中學生挫折承受力的影響。得出以下結論:(1)實驗前實驗班和對照班學生的心理韌性整體處于中等水平;學生遇到挫折或困難時,更多采用的是積極的應對方式,使用六種應對方式的順序為:問題解決,退避,忍耐,求助,發(fā)泄,幻想。(2)通過體育游戲干預,實驗后實驗班和對照班、實驗班實驗前后的心理韌性有顯著性;其目標專注、情緒控制、積極認知和人際協(xié)助因子有顯著性差異;而家庭支持因子沒有顯著性差異。說明體育游戲干預對中學生心理韌性水平有顯著的提升作用,且具體表現(xiàn)在目標專注、情緒控制、積極認知和人際協(xié)助因子上。(3)通過體育游戲干預,實驗后實驗班和對照班、實驗班實驗前后應對方式的問題解決、求助、退避和發(fā)泄維度有顯著性差異;而應對方式的幻想和忍耐維度沒有顯著性差異。說明體育游戲干預對中學生應對方式有一定的促進作用,具體表現(xiàn)在問題解決、求助、退避和發(fā)泄維度上。(4)綜合體育游戲干預對心理韌性和應對方式這兩個量表檢驗指標的影響,得出體育游戲干預能夠有效提高中學生的挫折承受力。
[Abstract]:In this era of rapid change and fierce competition, middle school students not only need to store profound cultural basic knowledge, but also need to practice a strong psychological quality, learn to self-control, and then better adapt to the society. It can be said that good psychological quality is one of the important conditions for the success and future of middle school students. However, the middle school students in this period are grumpy, impulsive, and lack of certain life experience and psychological training, resulting in a lack of frustration, poor psychological tolerance, often negative decadence in the face of difficulties and setbacks. In recent years, it has been reported that high school students choose suicide because they can't bear a little frustration. Therefore, the cultivation of middle school students' psychological quality, especially the training of frustration tolerance, has become one of the important contents of quality education. Sports games can promote the cultivation and stimulation of students' non-intelligence factors, such as cultivating students' indomitable willpower, daring to challenge difficulties and resisting setbacks. Therefore, in the teaching experiment, this paper tries to improve the students' frustration tolerance, cultivate their good psychological quality and make them develop healthily through the means of sports games. This paper mainly takes literature method, questionnaire survey method, experimental method and mathematical statistics method as the research method, and takes the Young people's Psychological toughness scale and the Middle School students coping style scale as the measuring tools of the experiment. Two classes were selected as experimental class and control class from experimental middle school of Shanxi normal University. Through the teaching experiment of the sports game intervention and the experimental design of the experimental class and the control class before and after the test, the effect of the sports game intervention on the coping style and psychological resilience of the middle school students was analyzed. Then we know the influence of sports game intervention on frustration tolerance of middle school students. The conclusions are as follows: (1) the psychological toughness of the students in the experimental class and the control class is at the middle level before the experiment; When students encounter setbacks or difficulties, they are more likely to adopt positive coping styles. The order of using six coping styles is: problem solving, avoidance, patience, help, venting, fantasy. (2) intervention through sports games. After the experiment, the psychological toughness of the experimental class and the control class was significant. There were significant differences in goal focus, emotional control, positive cognition and interpersonal assistance, but there was no significant difference in family support factors. It shows that sports game intervention has a significant effect on the mental resilience of middle school students, and it is manifested in the factors of goal focus, emotional control, positive cognition and interpersonal assistance. (3) through sports game intervention, After the experiment, there were significant differences between the experimental class and the control class in solving the problem, asking for help, retreating and venting before and after the experiment. However, there was no significant difference in the dimensions of fantasy and endurance in coping style. It shows that sports game intervention can promote the coping style of middle school students to some extent, which is manifested in problem solving and seeking help. (4) the impact of comprehensive sports game intervention on psychological resilience and coping style of the two test indicators, sports game intervention can effectively improve the frustration tolerance of middle school students.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.96

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