蔡少波，王坤
(上海交通大学 体育系，上海 200240)
摘 要：以58名大学生为实验被试，探讨自我生成教学对大学生乒乓球学习效果的影响，以及教学阶段感知难度在该过程中的中介作用。结果发现：(1)相较于重复学习，自我生成教学显著提升大学生乒乓球技能保持、陈述性知识学习与综合学习效果，但在技能迁移上未表现出显著优势；(2)自我生成教学显著提高教学阶段感知难度，但对心理努力、学习动机和学习兴趣的影响均不显著；(3)感知难度在自我生成教学对乒乓球学习效果的影响中起部分中介作用。研究表明，自我生成教学能够提高大学生乒乓球学习效果，感知难度可能是影响学习效果的关键机制之一，该发现为理解自我生成教学的作用机制及优化体育课堂教学设计提供实证支持。
关 键 词：学校体育；自我生成教学；运动技能学习；乒乓球；感知难度；大学生
中图分类号：G807 文献标志码：A 文章编号：1006-7116(2026)01-0120-07
The impact of learning by non-interactive teaching on college students’table tennis learning outcomes: The mediating role of perceived difficulty
CAI Shaobo，WANG Kun
(Department of Physical Education，Shanghai Jiao Tong University，Shanghai 200240，China)
Abstract: A total of 58 college students as participants, this study examines the effect of learning by non-interactive teaching on college students' table tennis learning, and the mediating role of perceived difficulty during the teaching phase. The results revealed that: (1) compared to repetitive learning, learning by non-interactive teaching significantly improved students’ retention of table tennis skills, declarative knowledge learning, and comprehensive learning outcomes; however, it did not demonstrate a significant advantage in skill transfer; (2) learning by non-interactive teaching significantly increased students' perceived difficulty during the teaching phase, but had no significant effect on mental effort, motivation, or interest; (3) perceived difficulty partially mediated the effect of learning by non-interactive teaching on table tennis learning. These findings suggest that learning by non-interactive teaching could improve table tennis learning outcomes for college students, with perceived difficulty potentially acting as a key mechanism underlying its effectiveness. And this study provides empirical evidence for understanding the mechanisms of learning by non-interactive teaching and meanwhile, offers insights for optimizing instructional strategies in teaching design of physical education classroom.
Keywords: school physical education；learning by non-interactive teaching；motor skill learning；table tennis；perceived difficulty；college students