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| 元认知干预对体育教学影响的系统评价与Meta分析 | |
| 引用本文： | 茅洁,黄昕,肖小悦,付志华.元认知干预对体育教学影响的系统评价与Meta分析[J].武汉体育学院学报,2022,56(11):78-87. |
| 作者姓名： | 茅洁 黄昕 肖小悦 付志华 |
| 作者单位： | 1.武汉体育学院 体育工程与信息技术学院,湖北 武汉 430079 2.武汉体育学院 运动与健康创新发展研究中心,湖北 武汉 430079 3.武汉体育学院 期刊社,湖北 武汉 430079 |
| 基金项目： | 湖北省高校优秀中青年科技创新团队计划资助项目(T2021016);武汉体育学院科研团队项目(21KT03);湖北省高等学校哲学社会科学研究重大项目(21ZD101) |
| 摘 要： | 探究元认知干预对体育教学是否存在积极的影响,以及调节变量学段、体育项目、干预策略的调节作用。采用文献研究法与统计处理法,根据PICOS原则筛选文献后,最终纳入32篇文献进行元分析。研究发现:(1)元认知干预对技能测试成绩、元认知能力、元认知策略的影响效果均显著。(2)体育项目中,球类与非球类的调节作用均显著。(3)学段中,初中、高中及大学的调节作用高于小学。(4)技能测试成绩中自我评价学习与合作学习的调节作用并不显著,自我监控学习、自我调节学习、自主学习、元认知策略、反思性教学调节作用显著。(5)元认知能力中自我监控学习、自检学习、合作学习、元认知策略的调节作用显著,自主学习不显著。(6)元认知策略中自我监控学习、自我调节学习、自检学习、元认知策略的调节作用均显著。结论认为,相比传统教学方式,元认知干预对体育教学存在积极的影响,建议加强元认知在体育教学中的实践与应用。 |
| 关 键 词： | 元认知 体育教学 元分析 体育项目 系统评价 |
| 收稿时间： | 2022-08-15 |
Systematic Evaluation and Meta Analysis of the Impact of Meta Cognitive Interventions on P.E. |
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| MAO Jie,HUANG Xin,XIAO Xiaoyue,et al.Systematic Evaluation and Meta Analysis of the Impact of Meta Cognitive Interventions on P.E.[J].Journal of Wuhan Institute of Physical Education,2022,56(11):78-87. | |
| Authors: | MAO Jie HUANG Xin XIAO Xiaoyue |
| Institution: | 1. School of Sports Engin. & Information Tech., Wuhan Sports Univ., Wuhan 430079, China 2. Sports and Health Innovative Development Research Centre, Wuhan Sports Univ., Wuhan 430079, China |
| Abstract: | The purpose of this research was to study whether meta cognitive intervention had a positive effect on P.E. and to adjust the regulation of variable learning, sports events and intervention strategies. Through literature review and statistical processing, 32 papers were included for meta analysis after screening the literature according to PICOS principles. It was shown that meta cognitive intervention had significant effects on skill test scores, meta cognitive abilities and meta cognitive strategies. The moderating effects of ball games and non-ball games in skill test scores, meta cognitive abilities and meta cognitive strategies were significant. The moderating effect of primary school was inferior to that of junior high school, senior high school and university in skill test scores, meta cognitive ability and meta cognitive strategies. Self-evaluation learning and cooperative learning had no significant moderating effects in skill test scores, while self-monitoring learning, self-regulating learning, autonomous learning, meta cognitive strategies and reflective teaching had significant moderating effects. Self-monitoring learning, self-checking learning, cooperative learning and meta cognitive strategies played a significant role in regulating meta cognitive ability, while autonomous learning was not significant. In meta cognitive strategies, self-monitoring learning, self-regulating learning, self-checking learning and meta cognitive strategies had significant moderating effects. Compared with traditional teaching methods, meta cognitive intervention had a positive effect on P.E, whose practice and application should be furthered. |
| Keywords: | meta cognition P E meta analysis sports event systematic evaluation |
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