中学生“每天锻炼一小时”体育政策态度的质性研究
发布时间：2019-01-20 12:11
【摘要】：我国青少年体质连年下降,体育政策执行不断推陈出新,但执行效果不理想。本研究针对每天锻炼一小时体育政策客体的态度进行质性研究分析,找出影响中学生在体育政策认知以及执行中的各方面主观客观和情感因素,给“每天锻炼一小时”政策的执行和实施提供借鉴与参考。虽然前人对学校体育政策研究较多,但从政策客体态度来出发的文献与研究较少。本研究用质性研究方法,将研究者本人当做质性研究工具,深入调查群体之中以获取原始资料。之后运用Nvivo11.0这款软件,对21位受访者的转录稿进行编码和梳理,最后生成理论,并构建了体育政策态度树状节点总图。最后总结并分析Nvivo11.0编码结果得出:(1)政策内容认知:学校并未对学生进行深一步的“每天锻炼一小时”体育政策的宣传,中学生对政策文本内容并不了解,并不知道什么叫做体育政策。(2)政策满意度:中学生对学校的体育政策执行情况较为满意,学生基本满意该校体育政策的执行方式及执行效果,学生对校内课外体育活动及赛事等大多表露出正向情绪和积极的态度,中学生体育政策态度与政策行为相互关联并相互影响,中学生课外体育锻炼的参与度比较高。(3)政策效果:升学压力是阻碍学生进行课外体育锻炼和放弃体育锻炼的主因。中学生对来自文化课教师阻碍体育运动机会的态度不是很真实,有些不太敢表达。因此阻碍运动机会维度具有矛盾性及片面性,和隐晦的负向情绪表达。(4)政策执行:学生自主运动时间太少和学校对课下运动时间没有保障。(5)政策行为:中学生对该校体育政策活动的服从性较强,参与度较高,以锻炼为出发点进行的体育政策行为大于强制性行为。针对以上研究结果,本文提出以下建议:(1)建议对学生宣传体育锻炼的重要性和体育政策实行的必要性,使其了解体育政策。建议学校开展群众体育活动,宣传体育政策,从而更深层次的体会体育政策带给学生的益处。(2)学校政策执行体育政策时应多考虑学生的想法及意愿,举办体育活动时应方式多样化,形式多元化。(3)完善校内对学生的体质检测制度。校内体育教师定期对学校组织的体育活动课质量进行抽检,检测学生体育运动强度及运动负荷。(4)在教学中,要更多的传授给学生体育基本知识和基本技能,激发学生进行更高层次更高强度的体育锻炼的欲望。(5)学校应对学生的体育政策行为提供场地使用的便利,适当的监管和技术指导。
[Abstract]:The physical fitness of teenagers in our country has been declining year after year, and the implementation of sports policy has been innovating, but the effect is not satisfactory. In this study, the author analyzed the attitude of the object of physical education policy for one hour a day, and found out the subjective, objective and emotional factors that affect the students' sports policy cognition and implementation. To "exercise an hour a day" policy implementation and implementation to provide reference and reference. Although there are many researches on school physical education policy, there are few documents and researches based on the attitude of policy object. In this study, the qualitative research method was used to use the researcher himself as a qualitative research tool to investigate the population in order to obtain the original data. Then the transcripts of 21 interviewees were coded and combed by using Nvivo11.0 software. Finally, the theory was generated, and the total map of the tree node of sports policy attitude was constructed. Finally, the results of Nvivo11.0 coding are summarized and analyzed. The conclusions are as follows: (1) Policy content cognition: the school has not carried out the further propaganda of "exercise an hour per day" sports policy to the students, and the middle school students do not understand the content of the policy text. (2) Policy satisfaction: middle school students are satisfied with the implementation of school sports policy, and the students are basically satisfied with the way and effect of implementing sports policy in this school. Most of the students show positive emotion and positive attitude towards extracurricular sports activities and sports events. The sports policy attitude and policy behavior of middle school students are interrelated and influence each other. The participation of extracurricular physical exercise of middle school students is relatively high. (3) Policy effect: the pressure of higher education is the main reason that hinders students from doing extracurricular physical exercise and giving up physical exercise. The attitude of middle school students to obstructing sports opportunities from cultural teachers is not very real and some do not dare to express it. Therefore, the dimension of obstructing sports opportunities is contradictory and one-sidedness. (4) Policy implementation: students' independent exercise time is too little and school has no guarantee for after-class exercise time. (5) Policy behavior: the middle school students are more obedient to the sports policy activities of the school, and have a higher degree of participation. Taking exercise as the starting point, the sports policy behavior is larger than the compulsory behavior. In view of the above research results, this paper puts forward the following suggestions: (1) to suggest to the students the importance of promoting physical exercise and the necessity of carrying out the sports policy so as to make them understand the sports policy. It is suggested that schools should carry out mass sports activities and publicize sports policies so as to better understand the benefits that sports policies bring to students. (2) students' thoughts and wishes should be taken into account in the implementation of school policies. Sports activities should be conducted in a variety of ways and forms. (3) improve the physical examination system for students. Physical education teachers in the school regularly carry out spot checks on the quality of physical activity classes organized by the school, and test students' sports intensity and sports load. (4) in teaching, students should be taught more basic knowledge and skills of physical education. (5) the school should provide space use convenience, appropriate supervision and technical guidance for students' sports policy behavior.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96
本文编号：2412029
[Abstract]:The physical fitness of teenagers in our country has been declining year after year, and the implementation of sports policy has been innovating, but the effect is not satisfactory. In this study, the author analyzed the attitude of the object of physical education policy for one hour a day, and found out the subjective, objective and emotional factors that affect the students' sports policy cognition and implementation. To "exercise an hour a day" policy implementation and implementation to provide reference and reference. Although there are many researches on school physical education policy, there are few documents and researches based on the attitude of policy object. In this study, the qualitative research method was used to use the researcher himself as a qualitative research tool to investigate the population in order to obtain the original data. Then the transcripts of 21 interviewees were coded and combed by using Nvivo11.0 software. Finally, the theory was generated, and the total map of the tree node of sports policy attitude was constructed. Finally, the results of Nvivo11.0 coding are summarized and analyzed. The conclusions are as follows: (1) Policy content cognition: the school has not carried out the further propaganda of "exercise an hour per day" sports policy to the students, and the middle school students do not understand the content of the policy text. (2) Policy satisfaction: middle school students are satisfied with the implementation of school sports policy, and the students are basically satisfied with the way and effect of implementing sports policy in this school. Most of the students show positive emotion and positive attitude towards extracurricular sports activities and sports events. The sports policy attitude and policy behavior of middle school students are interrelated and influence each other. The participation of extracurricular physical exercise of middle school students is relatively high. (3) Policy effect: the pressure of higher education is the main reason that hinders students from doing extracurricular physical exercise and giving up physical exercise. The attitude of middle school students to obstructing sports opportunities from cultural teachers is not very real and some do not dare to express it. Therefore, the dimension of obstructing sports opportunities is contradictory and one-sidedness. (4) Policy implementation: students' independent exercise time is too little and school has no guarantee for after-class exercise time. (5) Policy behavior: the middle school students are more obedient to the sports policy activities of the school, and have a higher degree of participation. Taking exercise as the starting point, the sports policy behavior is larger than the compulsory behavior. In view of the above research results, this paper puts forward the following suggestions: (1) to suggest to the students the importance of promoting physical exercise and the necessity of carrying out the sports policy so as to make them understand the sports policy. It is suggested that schools should carry out mass sports activities and publicize sports policies so as to better understand the benefits that sports policies bring to students. (2) students' thoughts and wishes should be taken into account in the implementation of school policies. Sports activities should be conducted in a variety of ways and forms. (3) improve the physical examination system for students. Physical education teachers in the school regularly carry out spot checks on the quality of physical activity classes organized by the school, and test students' sports intensity and sports load. (4) in teaching, students should be taught more basic knowledge and skills of physical education. (5) the school should provide space use convenience, appropriate supervision and technical guidance for students' sports policy behavior.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96
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