体育课动机气氛对维汉中学生目标定向_社会性体格焦虑影响.pdfVIP

27 2 Vol27 o2 2010 3 JOUR AL OF XI∀A PHYSICAL EDUCATIO U IVERSITY Mar2010 : 1001747 (2010 :A :G80483 鲍晓玲,杨俊敏, 刘跃峰 ( , 830054) :选取中学的维吾尔族和汉族教学班, 进行两种不同的动机气 的教学, 考察动机气 对目标定向和社会性 体格焦虑的影响以课堂气 为自变量Ames 的TARGET 教学模式为指导, 在课堂中营造学习气 和成绩气 在 选取的大中学维汉10 个教学班进行了为期8 周的2种课堂气 的教学实验, 得出以下结论,( 1) 动机气 可以改变 学生的目标定向社会性体格焦虑学习气 教学可以提高学生的任务定向及降低社会体格焦虑;成绩气 教学则 提高学生的自我定向和社会性体格焦虑(2) 在动机气 的主效应上, 对目标定向社会体格焦虑的影响在年级与民 族上表现出一致性 :体育课; 动机气 , 目标定向, 社会性体格焦虑 The Experimental Research on the Influence of Goal Orientation and Social Physique Anxiety from Motivational Climate in PE amon Han and Uy ur Colle e and Middle School Students BAO Xiaoling, YA G Junmin, LIU Yuefeng (Institute of Physical Education of Xinjiang ormal University , Urumqi 830054, China) Abstract:Ten classes of Uygurs or Hans are chosen from middle schools ,two kinds of teaching with different motivational climates are adopted in the ten classes to investigate whether the motivational climate affect the two indexes, goal orientation and Social Physique Anxiety or not. With classroom atmosphere as the independent variable, Ames teaching model (TARGET) as the instruction, the author triesto construct the study climate and the achievement climate. The following conclusions are drawn from the 8- week experimental teaching:( 1) Motivational climate can change the students goal orientation, Social Physique Anxiety. Study climateteaching can raise students task- orientation; achievement climate contributes to increase students self- orientation, Social Physique Anxiety (2) There are no grade difference and ethnic difference in the motivationa