摘要
研究依据班杜拉的自我效能感理论和残障学生的身心发展特点,将残障学生自我效能感降低的原因分为容易取得失败经验、难以获得替代性经验、缺少有效言语劝说、情绪与生理状态不稳定、情景条件不完善五种,在分析原因的基础上构建由学校、教师、同伴三方组成的融合体育活动支持网络,学校层面丰富赛事组织模式、强化专业师资队伍;教师层面遵循通用设计原则、开展多方合作教学;同伴层面普及残障群体知识、组成体育志愿小组,从而达到显著提高残障学生自我效能感的效果。
Based on Bandura’s theory of self-efficacy and the characteristics of physical and mental development of students with disabilities, the research divides the reasons for the decline of self-efficacy of students with disabilities into easy access to failure experiences, difficulty in obtaining alternative experiences, lack of effective verbal persuasion, and emotional and physiological states. On the basis of analyzing the reasons, a support network for integrated sports activities composed of schools, teachers and peers is constructed. The school is supposed to enrich the event organization model and strengthen the professional teaching staff;the teacher ought to follow the universal design principles and carry out multi-party cooperative teaching;the peer should popularize knowledge of special groups and form sports volunteer groups, so as to achieve the effect of significantly improving the self-efficacy of students with disabilities.
出处
《创新教育研究》
2022年第8期1780-1786,共7页
Creative Education Studies
