混合式教学对体育心理学课程学习表现影响的干预研究

Study on Effects of Blended Teaching on the Learning Performance of Sports Psychology

目的 为了在常态化疫情防控阶段灵活应对新冠疫情突发情况,探究混合式教学对体育专业大学生《体育心理学》课程学习表现的影响效果。方法 将学习表现基线水平相似的80名体育专业大学生随机分配到干预组(16周混合式教学干预,n=40)和对照组(传统面对面授课模式,n=40)。采用问卷调查法对参与者的学习态度、自我控制能力及学习满意度进行调查。结果 相较于对照组,混合式教学组学生的学习上课情绪、学习主动及对学习意义的认知得分显著增加(p<0.01),且学生的自我控制能力及其专注工作得分显著大于对照组(p<0.01);混合式教学组学生的学习满意度及自我成长得分显著大于对照组(p<0.01)。结论 《体育心理学》混合式教学促进了体育专业大学生对其学习表现发生积极变化,主要体现在上课情绪、学习主动性、学习专注度以及学生自我成长等方面。在常态化疫情防控阶段,应积极推广混合式教学的深度改革。

Objective To respond flexibly to new crown epidemic outbreaks during the regular epidemic prevention and control phase,the effect of blended teaching on the learning performance of physical education undergraduates in the sports psychology course was explored. Methods Eighty university students majoring in physical education with similar baseline levels of learning performance were randomly assigned to the intervention group(16-week blended instructional intervention, n=40) and the control group(traditional face-to-face instruction model, n =40). Questionnaires were used to investigate participants’ attitudes towards learning, self-control and satisfaction with learning. Results The scores of learning emotion, learning initiative and cognition of learning significance in the intervention group were significantly higher than those in the control group(p<0.01). The score of self-control ability in the intervention group was significantly higher than that in the control group(p<0.01). The scores of learning satisfaction and self-growth in the intervention group were significantly higher than those in the control group(p<0.01). Conclusion The blended teaching of sports psychology has promoted the positive change of learning performance. These changes are mainly reflected in emotions, learning initiative, learning focus and self-growth. In the prevention and control phase of the normalized epidemic, the in-depth reform of blended teaching should be actively promoted.