| 体育教育专业学生专业认同与专业学习行为的调节效应研究 |
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| 引用本文： | 张猛,冯火红,赵臣.体育教育专业学生专业认同与专业学习行为的调节效应研究[J].北京体育大学学报,2017,40(2):87-94. |
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| 作者姓名： | 张猛 冯火红 赵臣 |
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| 作者单位： | 湖州师范学院体育学院，浙江 湖州 313000,湖州师范学院体育学院，浙江 湖州 313000,湖州师范学院体育学院，浙江 湖州 313000 |
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| 基金项目： | 基金项目：湖州师范学院教学改革项目（项目编号：JY25043）。 |
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| 摘 要： | 摘要：采用文献资料法、问卷调查法、数理统计法等研究方法，分析体育教育专业学生专业认同对专业学习行为的主效应，以及学生个体特征和教学管理条件对专业认同-专业学习行为关系的调节效应。研究结果显示：1）体育教育专业学生专业认同和专业学习行为的总体水平不高；专业认同维度中的专业情感感知和专业行为倾向对专业学习行为具有显著性影响，专业认知评价对专业学习行为的影响不具显著性，专业认同的3个维度间不存在交互效应；2）性别、班级排名、授课质量、课程设置、场地设施和教学内容均对专业学习行为有显著性影响，教师授课质量对专业行为倾向-专业学习行为具有显著性调节作用，课程设置对专业情感感知-专业学习行为具有显著性调节作用；3）年级对专业情感感知-专业学习行为、专业行为倾向-专业学习行为同时具有显著性调节作用。理清体育教育专业学生专业认同和专业学习行为的关系，有助于提高学生的专业认同水平和专业学习的积极性，对提高教学质量和体育教育专业人才的培养具有指导意义。
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| 关 键 词： | 关键词：体育教育 专业认同 学习行为 调节效应 个体特征 教学管理 |
| 收稿时间： | 2016/7/1 0:00:00 |
Moderating Effect on the Relation Between Major Identity and Learning Behavior of Physical Education Major Students |
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| ZHANG Meng,FENG Huo-hong and ZHAO Chen.Moderating Effect on the Relation Between Major Identity and Learning Behavior of Physical Education Major Students[J].Journal of Beijing Sport University,2017,40(2):87-94. |
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| Authors: | ZHANG Meng FENG Huo-hong and ZHAO Chen |
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| Institution: | School of Physical Education, Huzhou Normal University, Huzhou 313000, Zhejiang China,School of Physical Education, Huzhou Normal University, Huzhou 313000, Zhejiang China and School of Physical Education, Huzhou Normal University, Huzhou 313000, Zhejiang China |
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| Abstract: | Abstract: By using the methods of literature review, questionnaire and mathematical statistics, this paper analyzed the main effect of the major identity of physical education major students upon their learning behavior and analyzed the moderating effect of student individual characteristic and teaching management conditions upon the relationship between major identity and learning behavior. Conclusions: 1) The overall level of major identity of physical education major students and their learning behavior is not high; major emotion perception and major behavior tendency in the dimensions of major identity have more significance than major cognition evaluation to major learning behavior. Furthermore, there is no interaction among these three dimensions. 2) Gender, class ranking, teaching quality, curriculum design, site facility and teaching contents have obvious influence on learning behavior. Meanwhile, teaching quality can regulate the relation between major behavior tendency and major learning behavior evidently; curriculum design can regulate the relation between major emotion perception and major learning behavior. 3) Grade can evidently moderate the relation between major emotion perception and major learning behavior as well as the relation between major behavior tendency and major learning behavior. Clarifying the relation between major identity and learning behavior can help to improve the level of major identity and learning enthusiasm, and it has guiding significance to improve teaching quality and physical education talents cultivation. |
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| Keywords: | Keywords: physical education major identity learning behavior moderating effect individual characteristic teaching?management |
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