（1.上海体育学院 体育教育训练学院，上海 200438；2.肇庆学院 体育学院，广东 肇庆 526061） 摘 要：为探讨基本心理需求、情境兴趣以及初中生体育课堂学习投入三者之间的关系，采用体育教学基本心理需求量表、情境兴趣量表和学习投入量表，对上海市6所中学614名初中生进行测试。运用SPSS22.0和AMOS22.0对所采集的数据进行相关和回归分析以实现相关指标、维度的对比，并构建了回归模型和路径模型。结果显示：基本心理需求、情境兴趣都与学习投入高度正相关；情境兴趣在基本心理需求与学习投入之间存在部分中介效应。结果表明：初中体育课堂教学中，学生的自主性、胜任能力和关联性的满足，对于激发学生运动意愿，促进运动参与，掌握运动知识和技能具有促进作用，并有利于形成积极、持久的学习行为；教学中除了要注重课堂教学内容、方法和学练组织形式等方面的新奇性和适当挑战性外，还需要注重学生注意力特征和探索倾向性，满足学生体验学习的愉悦感。 |
ZHANG Bao-gen1，2，TANG Yan1，HU Xiao-qing1，ZHANG Jia-lin1
（1.School of Physical Education and Sport Training，Shanghai University of Sport，Shanghai 200438，China；2.School of Physical Education，Zhaoqing University，Zhaoqing 526061，Chnia) Abstract: In order to probe into the relationships between as three factors as basic psychological need, scenario interest and junior high school students’ physical education classroom learning involvement, the authors used physical education teach-ing basic psychological need scale, scenario interest scale and learning involvement scale to measure 614 junior high school students at 6 middle schools in Shanghai, used SPSS 22.0 and AMOS 22.0 to carry out correlation and regression analysis the collected data in order to realize the comparison of related indexes and dimensions, and established a regression model and a path model. The results show the followings: basic psychological need and scenario interest are all highly positive cor-relative with learning involvement; scenario interest has a partial mediating effect in between basic psychological need and learning involvement. The results indicate the followings: in junior high school classroom teaching, the satisfaction of stu-dents’ autonomy, competence and relevance, has a promoting effect on stimulating students’ sports willingness and promot-ing sports participation and sports knowledge and skill mastering, and is conducive to forming an active and lasting learning behavior; in teaching, besides that attention should be paid to the novelty and appropriate challenging of such aspects as classroom teaching contents, methods as well as learning and training organization forms, attention should also be paid to students’ attention characteristics and exploration tendency, and meeting students’ sense of joy to experience learning.
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