体育课不同动机气氛对维、汉大中学生主观幸福感影响的干预研究

The Intervention Research on the Influence of Subjective Well-being from Different Motivational Climate in P.E among College and Middle School Students

选取大学、中学的汉族和维吾尔族10个教学实验班,进行两种不同的动机气氛的教学,以课堂气氛为自变量、Ames的TARGET教学模式为指导,在体育课堂中创设学习气氛和成绩气氛,进行了为期8周的两种课堂气氛的教学实验,考察动机气氛对主观幸福感的影响。得出结论:1)学习气氛实验班的主观幸福感水平明显高于成绩气氛实验班;2)学习气氛教学情境对不同年级学生的主观幸福感水平的影响程度不同;3)成绩气氛教学情境对学生的主观幸福感的负面影响更大;4)不同动机气氛下,在维族和汉族学生的幸福感水平上不同年级均呈现出变化规律的一致性。

Ten classes of Hans and Uygurs are chosen from middle schools and universities. The teaching with two kinds of motivational climates is adopted in the ten classes with classroom atmosphere as the independent variable and Ames＇ teaching model（TARGET） as the instruction.The author tries to construct the study climate and the achievement climate.8-week experimental teaching are conducted to investigate whether the motivational climate affect subjective well-being or not.In conclusion,1） the subjective well-being of the students in the experimental class is much higher than those in the performance-focused class;2） Impact of the study climate is different with the subjective well-being of middle schools and universities;3） The achievement climate has more negative effect;（4） In different motivational climates,the change of the subjective well-being of the Hans and Uygurs in different grades have consistence.