【作者】 孙立志；

【导师】 张云龙；

【作者基本信息】 华东师范大学 ， 体育教育训练学， 2008， 硕士

【摘要】 学习动机能解释人产生并维持学习活动原因的学说,学习动机对普通高校大学生参加太极拳学习行为具有重要的推动作用。我们对大学生的太极拳学习动机特点进行了调查,分析了解普通高校大学生太极拳学习动机的现状。通过体育教学营造良好的学习动机,来激发和维持他们更加积极地参加太极拳运动,为体育教师提供选择适宜的教学内容和方法,做到因材施教,为今后的体育教学和课程改革提供有益的建议。本文针对普通高校非体育专业的大学生参加太极拳学习动机情况进行问卷调查,共发放问卷900份,通过对问卷进行处理、分析,描述参加太极拳运动的学习动机:用方差分析和卡方检验等方法,找出影响太极拳学习动机的因素,并从心理学、教育学等方面进行分析,得出以下结论:1)大学生认识太极拳的途径是多方面的,但一些夸张而不能反映太极拳本质的认识,对大学生太极拳学习动机有一定的损害。大学体育教学应加强太极拳教材与计划中应通过太极拳传统文化及客观的理论教学来纠正这些不良影响,树立正确的学习动机。2)大学生太极拳学习动机强度适中,外部动机与内部动机强度相当。女生在太极拳学练中的高峰体验比男生要高;一年级学生在太极拳学练中的高峰体验比二年级要高;文科的学生经常有流的感觉比理科要高。31大学生太极拳学习各因素的多种归因中,有无天分、努力、帮助、任务难度和运气是学生常用来解释学习成败的主要原因。他们一般把成功归因于天分、努力、帮助、运气和能力,把失败归因于不努力、无天分、很少得到帮助、任务难度、运气不好。4)男生的成就动机比女生的成就动机要强,一年级的成就动机比二年级的成就动机要强,文科与理科的动机强度没有显著性差异;成就动机越强在太极拳的学习上越容易取得成功,相反低成就动机的学生越容易失败。更多还原

【Abstract】 Academic motivation could explain people’s reason of study and keep it. Academic motivation has great force to students in colleges and universities to take part in Shadow boxing. This paper takes investigation on the characteristics of students studying Shadow boxing, and analyses the present situation of students’ studying Shadow boxing. With creating good academic motivation by physical education teaching and impelling and keeping them take part in Shadow boxing more actively, this paper makes the purpose of supplying useful information to physical education teachers and makes them choose proper teaching contents and methods in order to get the aim of teaching students according to their different situations and show the important advice to the future physical education teaching and curriculum reform.This paper makes an investigation of students’ Shadow boxing academic motivation from non-physical education major in colleges and universities. This investigation includes 900 questionnaires. Then the author deals with the data, analyses them and describe students motivation of studying Shadow boxing. By the statistic means, this paper gets the factors of effecting the Shadow boxing academic motivation and reaches the following conclusion from the aspects of psychology and pedagogy.(1) Students have different kinds of ways to know Shadow boxing, however, some of them has damage to students’ Shadow boxing academic motivation.(2) Students’ intention of Shadow boxing academic motivation is proper. The exterior motivation is as much as interior motivation. From strength do weakness, the exterior motivation factors include: developing national culture, getting the records and learning Shadow boxing easily; the interior motivation factors include: fun motivation, healthy motivation, ability motivation, appearance motivation and communication motivation.(3) Female students get the peak feeling higher than male students; students in grade one get the peak feeling higher than students in grade two; students from liberal arts get the feeling of flow higher than students from science. (4) About 56% students think that their Shadow boxing learning get an great feeling; among these, the number of male students is higher than female students; the number of grade one is higher than the number of grade two; the number of students from liberal arts is as many as science.(5) Students get the different kinds of attributions when they learn Shadow boxing. They include talent, endeavor, help, task difficulty and chance. When they get success, they always attribute to talent, endeavor, help, chance and ability; when they get failure, they always attribute to no talent, no endeavor, seldom help and task difficulty bad chance.(6) The achievement motivation of male students is stronger than female students; the achievement motivation of students from grade one is stronger than students from grade two; the achievement motivation of students from liberal arts is as much as students from science. The stronger of achievement motivation in Shadow boxing learning, the easier to get success in Shadow boxing learning, by contraries, the weaker of achievement motivation in Shadow boxing learning, the easier to get failure in Shadow boxing learning.更多还原