体育教学中大学生的学习动机培养

根据在体育课中影响大学生学习动机形成的因素，分析当代大学生的学习动机趋向，并通过教学实践，进一步在体育教学中激发和唤起学生的学习动机，培养学生对体育的学习兴趣，提高教学效果．     

基于辅导员工作视角对新建院校大学生体育课程的偏好研究——以贵州理工学院为例

通过对新建立大学大学生的体育课程偏好分析影响大学生体育课程的因素,运用调查问卷法和访谈法等方法对贵州理工学院大学生体育需求进行调查,以期提出若干激发、优化大学生体育需求的建议对策,促进大学生群体体育需求健康发展.鼓励学生在学习过程中充分学习更多的知识,保持学生在学习过程中的积极性和积极的学习态度,培养坚强的意志和良好的组织纪律.找到更好的体育课程开展方式,激发学生的学习动机和创造力,让教师更多的参与教学学习和培训.     

激发大学生学习动机,促进大学生课堂学习

行为主义学习动机理论、人本主义学习动机理论和学习动机认知论是大学教师激发学生课堂学习动机的理论依据。大学教师应结合大学生的思维特点和学习特点,引导学生认识自我、灵活掌控教学内容、淡化应试教育、重新定义成功,激发大学生学习动机,促进大学生课堂学习。     

普通高校音乐教育中学生学习动机的培养

音乐选修课是全国普通高校面向非音乐专业类大学生开设的一门素质课程,是大学生接受音乐教育的重要途径之一。学习动机理论在学生的音乐学习中同样起到重要的作用。培养普通高校音乐选修课学生的学习动机的方式和手段多种多样,作为高校音乐教育工作者,应在教学中努力培养学生的音乐学习动机,培养学生的音乐学习兴趣,从而最大限度地调动学生音乐学习的积极性,使学生积极主动地学习音乐,并学有成效。从而达到提高大学生音乐综合素质能力的高校素质教育之目的。     

浅论高校体育工作改革与发展的趋向

改革与发展高校体育教学，开设选修课与选项课，有益于激发学生体育学习的积极性，发展学生的体育特长，夯实终身体育的基础，提高大学生的体育文化素质。     

关于高校体育选修课促进大学生幸福感的研究

本文主要采用文献资料法、逻辑分析法,以高校体育选修课促进大学生幸福感的影响为基石,对高校体育选修课促进大学生幸福感的意义、途径与方法进行了简要分析,并提出建议:体育选修课教学中应注意性别与性格的差别;教学内容与方法力求自然有效;学校应加强重视体育选修课对学生幸福感的影响,促进学生幸福感觉。     

对桂林市普通高校女学生学习体育舞蹈课兴趣与动机的调查

本文以培养女学生对体育舞蹈课的兴趣,激发学生的学习动机为切入点,从现行教学大纲为主要内容的教学过程入手,对学生的学习兴趣和学习动机进行分析。结果表明,大多数女学生对体育舞蹈课程有着浓厚的兴趣和强烈的需求。文章还分析了女大学生参加体育舞蹈的价值,为在大学校园内推动体育舞蹈的开展,促进大学生身心健康提供有力的证明。     

成人高校学生体育课学习动机探析

“动机”一词来源于拉丁语，原意是指引起动作。而“学习动机”则是指直接推动学生进行学习的一种内部动力，它起着唤起、维持、定向、促进学习活动的重要作用、只有激发学生的学习动机，才能调动学生的学习积极性和自觉性。而学生良好学习动机一旦形成，就会对学习持保满的情绪、浓厚的兴趣、积极的态度，集中注意力，克服困难去完成学习任务。因此，激发学生的学习动机，已成为教学的重要手段之一，被广泛采用于各科教学之中。成人高校的体育教学，由于学生的年龄较大，体育的基础也较差，而且体育成绩的好坏又不影响其能否拿到毕业文凭。…     

对羽毛球选修课学生学习状态的调查分析

为了深化体育教育改革,近年来我院开设的羽毛球体育选修课,受到了众多学生的喜爱并收到了良好的效果.为了更进一步的对羽毛球选修课教学进行改革,本文采用访问法和问卷调查法,对羽毛球选修课教学中的学生的学习动机、学习状态、教学内容、教学时数等有一个较为科学的评价,旨在使各教学要素更适合教学的需要,推动羽毛球选修课教学质量的全面提高.     

学习动机与大学英语口语教学

本文通过对大学生英语口语学习动机状态的分析,探讨如何激发学生的学习动机,促进学生学习口语的积极性,从而提高口语教学的效率,达到事半功倍的效果。     

体育专业学生学习动机的特点及激发对策探析

学习动机是激励学生进行学习活动的内在动力。目前体育专业学生附学习动机状态怎样？如何激发学生的学习动机？如何把消极动机转化成积极的动机？通过对三明学院体育系全体学生的问卷调查取得了第一手资料．并就调查结果进行了分析，提出一些看法与建议。     

Physical education teachers’ perceptions about the effectiveness and acceptability of strategies used to increase relevance and choice for students in physical education classes

School physical education (PE) aims to develop students’ knowledge and skills for lifelong participation in physical activity (PA). Unfortunately, many PE teachers report that motivating students is a significant challenge. The purpose of this study was to explore PE teacher perceptions about the effectiveness and acceptability of three self-determination theory-based motivational strategies on students’ PA, motivation, and learning during PE lessons. Thirteen PE teachers from five schools in Western Sydney, Australia, participated in this study. We carried out semi-structured post-lesson interviews with PE teachers to gather information about the perceived effectiveness and acceptability of the three intervention strategies and whether these were sustainable teaching methods: (1) explaining relevance; (2) providing choice; and (3) complete free choice. Analysis of interview data revealed that teachers believed each strategy successfully enhanced student PA, enjoyment, motivation, and student learning. The findings also showed that our motivational teaching strategies were acceptable when embedded within certain PE contexts. Overall, the results have implications for future pre-service and in-service PE teaching practice.     

The trans-contextual model: perceived learning and performance motivational climates as analogues of perceived autonomy support

The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation and physical activity in leisure-time. According to achievement goal theory perceptions of learning and performance, motivational climate in PE can also affect autonomous motivation in PE. The purpose of the present study was to examine the influence of an integrated approach of perceptions of motivational climate in PE by incorporating aspects of perceptions of motivational climate from achievement goal frameworks on autonomous motivation in PE within the TCM. High school students (N?=?274) completed self-report measures of perceived autonomy support, perceived learning, and performance motivational climate and autonomous motivation in PE. Follow-up measures of autonomous motivation in a leisure-time context were taken along with measures of attitudes, subjective norms, perceived behavioural control and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 5 weeks later. The results of the path analyses indicated that perceived learning climate was the strongest predictor of autonomous motivation in PE and leisure-time contexts and mediated the effect of perceived autonomy support on autonomous motivation in PE. Perceived performance climate showed no significant effect on autonomous motivation in PE and leisure-time. Results also confirmed the premises of TCM regarding the effect of autonomous motivation in leisure-time on leisure-time physical activity and the mediating role of the planned behaviour theory variables.     

Exploring Achievement Emotions in Physical Education: The Potential for the Control-Value Theory of Achievement Emotions

ABSTRACT

Emotions experienced in educational settings link to students’ motivation, engagement, learning, and achievement. Despite meaningful interconnections between emotions, motivation, and desired outcomes, a dearth of research on student emotions in physical education (PE) currently exists. The Control-Value Theory of Achievement Emotions (CVTAE) highlights the importance of emotions within students’ achievement motivation and provides a comprehensive framework for investigating their antecedents and outcomes. The purpose of this investigation was to explore CVTAE as a potential framework to understand students’ achievement emotions in PE. We focus on emotional antecedents associated with the PE learning context and the role of emotions in facilitating desired PE outcomes.     

浅析激励法在大学体育教学中的应用

激励法是大学体育教学中最为常用的方法之一。将激励方法科学合理地运用到大学体育教学,可以使学生在心理上获得自信和成功的体验,激发学生的学习兴趣和动机,对于提高大学体育教学的效果将起到至关重要的作用。     

“双减”背景下班内分层教学及过程评价的实证研究

“双减”背景下,如何做到既减轻学生作业负担又保障学生学习质量是一个值得关注的问题。很多教师设计的局限于“作业”范畴的教学方案效果并不理想,因为班级授课制必然导致优秀生“吃不饱”和后进生“吃不消”的问题,而如果施行走班教学模式,则很多学校又达不到教学所需要的师资、教室和管理等条件。故此,以小学1~6年级“探究式名著阅读”为例,尝试小范围的班内分层教学与过程评价相结合的准实验研究。结果显示:不同知识基础和能力层次的学生,都能通过班内分层教学完成各自力所能及的学习任务;强化过程评价明显减轻了学生的作业负担;班内分层教学与过程评价的综合运用,在提高学生知识习得质量、促进其思维能力发展,以及激发他们的学习热情等方面,都具有明显的效果。其中,教学方案的精心设计、学生知识习得过程的可视化操作,以及各小组“小先生”的及时点评是取得成功的关键。     

3G技术在高校体育网络教学中的应用研究

体育教学由于其特殊的身体运动属性而在进行网络教学中存在技术上的瓶颈,尤其体现在教师的即时指导与考核中,而3G技术的快速发展则推动了体育网络教学理论与技术上的完善．本文通过研究后得出如下结论：3G技术在体育网络教学的应用中能提供师生之间“面-面”信息交流平台;改进了体育网络教学中学生技能考核的方法;但3G技术在网络教学中...     

浅谈高师体育教学中对后进生的转化

在高师体育教学中对后进生应帮助其端正学习动机,培养体育兴趣,树立信心,提高体育锻炼的积极性,掌握终身锻炼身体的方法,为今后的学习、生活和工作打下良好的基础．     

体育游戏在体育教学中的运用分析

随着体育课程的不断改革和创新,体育游戏在体育教学中的合理安排显得越来越重要。根据体育游戏的特点及其要求将其运用在体育教学中,可以提高学生运动能力与运动技术、发展学生身体素质与心理素质、调动学生体育学习的积极性,顺利完成体育教学目标。     

The Role of Physical Educationin the Promotionof Youth Physical Activity

Physical education can be a powerful influence on promoting youth physical activity (PA). This review describes correlates of youth PA, examines how these factors have been targeted in physical education (PE) based interventions, and makes suggestions for PE pedagogy to promote PA. Perceived physical competence, enjoyment of PA, intention, direct help and support from parents and significant others, and opportunities to be active were consistently associated with youth PA. The large-scale PE-based PA promotion programs that were successful in increasing out-of-school PA applied a pedagogical framework targeting variables associated with motivation (i.e., perceived competence, enjoyment of PA, self-determination). PE based interventions should continue to address the nature of activities, but also utilize pedagogy that promotes psychological determinants of student motivation.