【作者】 李祥；

【导师】 张新； 孔庆祥；

【作者基本信息】 扬州大学 ， 体育硕士（专业学位）， 2023， 硕士

【摘要】 研究目的:在综合前人研究的理论与实践基础上,从心理学和体育教育学角度入手,以乒乓球为干预手段、以小学三、五年级学生为研究对象,考虑执行功能以及其各维度的特点合理设计小学三、五年级的乒乓球干预方案。探讨12周乒乓球教学干预对小学三、五年级学生执行功能的影响,为小学生执行功能的培养提供参考。研究对象与方法:本文选取扬州市某小学三、五年级学生共80名为研究对象,各年级分为实验组和对照组。三年级实验组20人(男女各10人);对照组20人(男女各10人)。五年级实验组20人(男女各10人);对照组20人(男女各10人)。采用陈爱国设计的E-prime程序作为测量工具。实验前后使用Flanker任务、1-back任务、More-odd shifting任务全面评价小学生的执行功能水平。实验前测各年级实验组和对照组学生皆为无乒乓球基础并且执行功能整体水平及各维度具有同质性。对各年级实验组学生进行12周的乒乓球干预教学,对照组按照校内正常教学计划,比较分析乒乓球教学对小学三、五年级学生的执行功能的影响效果。研究结果:(1)12周乒乓球教学干预后,在执行功能的整体水平上:小学三年级实验组与对照组学生之间存在显著差异(P<0.05),小学五年级实验组与对照组学生之间存在极其显著性差异(P<0.01)。(2)12周乒乓球教学干预后,在执行功能的三个维度(抑制、刷新和转换)水平上:小学三年级实验组与对照组学生在抑制功能上不存在显著性差异(P>0.05),在刷新功能上存在极其显著性差异(P<0.01),在转换功能上存在显著性差异(P<0.05)。(3)12周乒乓球教学干预后,在执行功能的三个维度(抑制、刷新和转换)水平上:小学五年级实验组与对照组学生在抑制功能上不存在显著性差异(P>0.05),在刷新功能上存在显著性差异(P<0.05),在转换功能上存在极其显著性差异(P<0.01)。(4)12周的乒乓球教学干预后,在执行功能与性别方面:小学三年级实验组学生在执行功能整体水平上不存在显著性差异(P>0.05),在执行功能三个维度水平(抑制、刷新和转换)上皆不存在显著性差异(P>0.05)。(5)12周的乒乓球教学干预后,在执行功能与性别方面:小学五年级实验组学生在执行功能整体水平上不存在显著性差异(P>0.05),在执行功能三个维度水平(抑制、刷新和转换)上皆不存在显著性差异(P>0.05)。研究结论:(1)12周的乒乓球教学干预,对小学三、五年级学生执行功能整体水平具有显著的促进作用。(2)12周的乒乓球教学干预,对小学三年级学生执行功能的三个维度(抑制功能、刷新功能、转换功能)上有选择性的积极影响,其中抑制功能上无显著影响,在刷新功能和转换功能上有显著的促进作用。(3)12周的乒乓球教学干预,对小学五年级学生执行功能的三个维度(抑制功能、刷新功能、转换功能)上有选择性的积极影响,其中抑制功能上无显著影响,在刷新功能和转换功能上有显著的促进作用。(4)12周的乒乓球教学干预,对小学三、五年级学生的执行功能整体以及三个维度(抑制、刷新、转换)的影响在性别上不存在显著性差异。更多还原

【Abstract】 Research purpose:Based on the theory and practice of previous studies,starting from the perspective of psychology and physical education,using table tennis as an intervention method,and taking students in grades 3 and 5 of primary school as research objects,considering the executive function and the characteristics of its.various dimensions,reasonably design a table tennis intervention plan for grades 3 and 5 of primary school.To explored the impact of 12 week table tennis teaching intervention on executive function of Primary school students in grades 3 and 5,and Provide reference for the cultivation of executive function of primary school students.Research object and method:This article selects a total of 80 students from a primary school in Yangzhou City in grades 3 and 5 as the research object,and each grade is divided into an experimental group and a control group.The third grade experimental group consisted of 20 people(10 men and 10 women);A control group of 20 people(10 men and 10 women);The fifth grade experimental group consisted of 20 people(10 men and 10 women);The control group consisted of 20 people(10 men and 10 women).The E-Prime program designed by Chen Aiguo is used as a measurement tool.Before and after the experiment,we used the Flanker task,1-back task,and More-odd shifting task to comprehensively evaluate the level of executive function of primary school students.Before the experiment,all the students in the experimental group and the control group of each grade had no foundation in table tennis,and the overall level and dimensions of executive function were homogeneous.The experimental group of students in each grade received 12 weeks of table tennis intervention teaching.The control group compared and analyzed the effect of table tennis teaching on the executive function of students in grade three and five of primary school according to the normal school teaching plan.The results of the study:(1)After 12 weeks of table tennis teaching intervention,on the overall level of executive function:there was a significant difference between the experimental group and the control group in the third grade of primary school(P<0.05),and the experimental group and the control group in the fifth grade of primary school had significant differences(P<0.05).There was an extremely significant difference between the students in the groups(P<0.01).(2)After 12 weeks of table tennis teaching intervention,in the level of three dimensions of executive function(inhibition,refreshment and conversion):there was no significant difference in inhibitory function between the experimental group and the control group in the third grade of primary school(P>0.05).),there were extremely significant differences in brushing function(P<0.01),and significant differences in conversion function(P<0.05).(3)After 12 weeks of table tennis teaching intervention,at the level of three dimensions of executive function(inhibition,refreshment and conversion):there was no significant difference in inhibitory function between the experimental group and the control group in the fifth grade of primary school(P>0.05).),there was a significant difference in the brushing function(P<0.05),and there was an extremely significant difference in the conversion function(P<0.01).(4)After 12 weeks of table tennis teaching intervention,in terms of executive function and gender:there was no significant difference in the overall level of executive function among the students in the experimental group in the third grade of primary school(P>0.05),and there was no significant difference in the three dimensions of executive function(P>0.05).There was no significant difference(P>0.05)in inhibition,refresh and conversion).(5)After 12 weeks of table tennis teaching intervention,in terms of executive function and gender:there was no significant difference in the overall level of executive function among the students in the fifth grade experimental group(P>0.05).There was no significant difference(P>0.05)in inhibition,refresh and conversion).Research conclusions:(1)The 12-week table tennis teaching intervention has a significant promoting effect on the overall level of executive function of the third and fifth graders of primary school.(2)The 12-week table tennis teaching intervention had selective positive effects on the three dimensions of executive function(inhibitory function,refresh function,and conversion function)of third-grade primary school students function and conversion function have a significant role in promoting.(3)The 12-week table tennis teaching intervention had selective positive effects on the three dimensions of executive function(inhibitory function,refresh function,and conversion function)of fifth-grade elementary school students function and conversion function have a significant role in promoting.(4)The 12-week table tennis teaching intervention had no significant gender differences in the effects of the third and fifth graders’ executive function as a whole and three dimensions(inhibition,refreshment,and conversion).更多还原