通过体育教育建立尊重,公平和合作:小学干预
Gabriele Russo1, Valentina Paganelli2, Andrea Ceciliani3
1Department of Economics, Engineering, Society, and Business Organization, University of Tuscia, Largo dell'Università, Viterbo, 01100, Italy; Department of Education and Human Sciences, University of Modena and Reggio-Emilia, V.le Timavo, 93, Reggio - Emilia, 42121, Italy; Department for Life Quality Studies, University of Bologna, C.so D'Augsuto, 237, Rimini, 47921, Italy.
小学体育课程可以提高孩子的体育活动和社交技能. 这种干预改善了尊重,协作和自尊,突出了整合社会情感学习的好处.
科学领域:
- * 教育心理学 教育心理学
- * 运动学 运动学
- * * 儿童发展 儿童发展
背景情况:
- *社会学习理论和结构发展教学为理解和促进心理社会发展提供了框架.
- *体育教育 (PE) 为整合社会情感学习 (SEL) 策略提供了一个独特的环境.
- *针对公平竞争,尊重和包容性的干预措施对于小学儿童的整体发展至关重要.
研究的目的:
- * 评估一项结合PE与SEL的小学干预措施的有效性.
- * 评估对学生的道德决策,社会行为和身体活动水平的影响.
- * 探索学校环境中对尊重,包容和公平竞争的影响.
主要方法:
- *一个为期七个月的干预,涉及64名小学学生 (9-10岁).
- * 整合基于课堂的课程和体育活动.
- *采用混合方法收集数据,使用验证的问卷 (PAQ-C,FPPEQ,AMDM-Q,RSEQ,PSE) 和采访.
主要成果:
- * 身体活动水平显著增加,特别是在以前不活动的学生中.
- *提高学生的尊重,协作和自尊.
- * 报告了情绪和自我调节的改善,以及教师遵守规则.
结论:
- *将PE与SEL策略相结合,有效地支持小学儿童的心理社会发展.
- *该干预措施对身体活动和社会情感能力产生了积极影响.
- * 建议将此类课程纳入教育课程,以促进儿童的全面发展.
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