【摘要】：在這個(gè)瞬息萬變和競爭激烈的時(shí)代,中學(xué)生不僅需要儲(chǔ)備深厚的文化基礎(chǔ)知識(shí),更需要練就較強(qiáng)的心理素質(zhì),學(xué)會(huì)自我調(diào)控,進(jìn)而更好的適應(yīng)社會(huì)。可以說,良好的心理素質(zhì)是中學(xué)生走向成功和未來的重要條件之一。然而,處于這個(gè)時(shí)期的中學(xué)生脾氣暴躁、易沖動(dòng),且缺乏一定的生活經(jīng)歷和心理磨練,導(dǎo)致其受挫力欠缺,心理承受力較差,在遇到困難和挫折的時(shí)往往消極頹廢。近年來,讓人觸目驚心的關(guān)于中學(xué)生因承受不了一點(diǎn)挫折,而選擇自殺事件的消息屢見報(bào)道。為此,中學(xué)生心理素質(zhì)的培養(yǎng),尤其是挫折承受力的培養(yǎng)已成為素質(zhì)教育的重要內(nèi)容之一。而體育游戲恰好對(duì)學(xué)生非智力因素的培養(yǎng)和激發(fā)有一定的促進(jìn)作用,如培養(yǎng)學(xué)生頑強(qiáng)的意志力、勇于挑戰(zhàn)困難和抵抗挫折的能力。因此,本文在教學(xué)實(shí)驗(yàn)中通過體育游戲的手段試圖提高學(xué)生的挫折承受力,培養(yǎng)他們良好的心理素質(zhì),使其健康發(fā)展。本文主要以文獻(xiàn)法、問卷調(diào)查法、實(shí)驗(yàn)法和數(shù)理統(tǒng)計(jì)法為研究方法,以《青少年心理韌性量表》和《中學(xué)生應(yīng)對(duì)方式量表》為實(shí)驗(yàn)的測(cè)量工具,從山西師范大學(xué)實(shí)驗(yàn)中學(xué)的高二年級(jí)中選取2個(gè)班級(jí),作為實(shí)驗(yàn)班和對(duì)照班。通過體育游戲干預(yù)的教學(xué)實(shí)驗(yàn),采用實(shí)驗(yàn)班和對(duì)照班前后測(cè)的實(shí)驗(yàn)設(shè)計(jì),來探析體育游戲干預(yù)對(duì)中學(xué)生應(yīng)對(duì)方式和心理韌性的影響作用,進(jìn)而得知體育游戲干預(yù)對(duì)中學(xué)生挫折承受力的影響。得出以下結(jié)論:(1)實(shí)驗(yàn)前實(shí)驗(yàn)班和對(duì)照班學(xué)生的心理韌性整體處于中等水平;學(xué)生遇到挫折或困難時(shí),更多采用的是積極的應(yīng)對(duì)方式,使用六種應(yīng)對(duì)方式的順序?yàn)?問題解決,退避,忍耐,求助,發(fā)泄,幻想。(2)通過體育游戲干預(yù),實(shí)驗(yàn)后實(shí)驗(yàn)班和對(duì)照班、實(shí)驗(yàn)班實(shí)驗(yàn)前后的心理韌性有顯著性;其目標(biāo)專注、情緒控制、積極認(rèn)知和人際協(xié)助因子有顯著性差異;而家庭支持因子沒有顯著性差異。說明體育游戲干預(yù)對(duì)中學(xué)生心理韌性水平有顯著的提升作用,且具體表現(xiàn)在目標(biāo)專注、情緒控制、積極認(rèn)知和人際協(xié)助因子上。(3)通過體育游戲干預(yù),實(shí)驗(yàn)后實(shí)驗(yàn)班和對(duì)照班、實(shí)驗(yàn)班實(shí)驗(yàn)前后應(yīng)對(duì)方式的問題解決、求助、退避和發(fā)泄維度有顯著性差異;而應(yīng)對(duì)方式的幻想和忍耐維度沒有顯著性差異。說明體育游戲干預(yù)對(duì)中學(xué)生應(yīng)對(duì)方式有一定的促進(jìn)作用,具體表現(xiàn)在問題解決、求助、退避和發(fā)泄維度上。(4)綜合體育游戲干預(yù)對(duì)心理韌性和應(yīng)對(duì)方式這兩個(gè)量表檢驗(yàn)指標(biāo)的影響,得出體育游戲干預(yù)能夠有效提高中學(xué)生的挫折承受力。
[Abstract]:In this era of rapid change and fierce competition, middle school students not only need to store profound cultural basic knowledge, but also need to practice a strong psychological quality, learn to self-control, and then better adapt to the society. It can be said that good psychological quality is one of the important conditions for the success and future of middle school students. However, the middle school students in this period are grumpy, impulsive, and lack of certain life experience and psychological training, resulting in a lack of frustration, poor psychological tolerance, often negative decadence in the face of difficulties and setbacks. In recent years, it has been reported that high school students choose suicide because they can't bear a little frustration. Therefore, the cultivation of middle school students' psychological quality, especially the training of frustration tolerance, has become one of the important contents of quality education. Sports games can promote the cultivation and stimulation of students' non-intelligence factors, such as cultivating students' indomitable willpower, daring to challenge difficulties and resisting setbacks. Therefore, in the teaching experiment, this paper tries to improve the students' frustration tolerance, cultivate their good psychological quality and make them develop healthily through the means of sports games. This paper mainly takes literature method, questionnaire survey method, experimental method and mathematical statistics method as the research method, and takes the Young people's Psychological toughness scale and the Middle School students coping style scale as the measuring tools of the experiment. Two classes were selected as experimental class and control class from experimental middle school of Shanxi normal University. Through the teaching experiment of the sports game intervention and the experimental design of the experimental class and the control class before and after the test, the effect of the sports game intervention on the coping style and psychological resilience of the middle school students was analyzed. Then we know the influence of sports game intervention on frustration tolerance of middle school students. The conclusions are as follows: (1) the psychological toughness of the students in the experimental class and the control class is at the middle level before the experiment; When students encounter setbacks or difficulties, they are more likely to adopt positive coping styles. The order of using six coping styles is: problem solving, avoidance, patience, help, venting, fantasy. (2) intervention through sports games. After the experiment, the psychological toughness of the experimental class and the control class was significant. There were significant differences in goal focus, emotional control, positive cognition and interpersonal assistance, but there was no significant difference in family support factors. It shows that sports game intervention has a significant effect on the mental resilience of middle school students, and it is manifested in the factors of goal focus, emotional control, positive cognition and interpersonal assistance. (3) through sports game intervention, After the experiment, there were significant differences between the experimental class and the control class in solving the problem, asking for help, retreating and venting before and after the experiment. However, there was no significant difference in the dimensions of fantasy and endurance in coping style. It shows that sports game intervention can promote the coping style of middle school students to some extent, which is manifested in problem solving and seeking help. (4) the impact of comprehensive sports game intervention on psychological resilience and coping style of the two test indicators, sports game intervention can effectively improve the frustration tolerance of middle school students.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.96

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