Martinek T J
Percept Mot Skills. 1978 Dec;47(3 Pt 1):1015-21. doi: 10.2466/pms.1978.47.3.1015.
To determine the effects of teacher-directed and decision-sharing models of instruction on the development of body-concept and reduction of anxiety 99 Greensboro public school children in Grades 3 and 4 participated in either a movement program in which the teacher made all the decisions or in a program where they shared in the decision-making. The Cheffers adaptation of Flanders' Interaction Analysis System was used to verify the two treatments. The dependent variables were measured by Osgood's semantic differential for body-concept measures, and Sarason's General Anxiety Scale for Children. There was no significant difference between the groups for improvement in body-concept. Also, girls have more positive concepts about their bodies than do boys. Anxiety scores indicated that levels in fourth-grade children appear to be reduced when exposed to a teacher-directed model. However, a decision-sharing approach had a significant effect on reducing anxiety levels in third-grade children.
为了确定教师主导型和决策共享型教学模式对身体概念发展和焦虑减轻的影响，99名格林斯伯勒公立学校三、四年级的学生参加了一项运动项目，其中一组是由教师做出所有决策的项目，另一组是学生参与决策的项目。使用切弗斯改编的弗兰德斯互动分析系统来验证这两种教学方式。因变量通过奥格登语义差异法测量身体概念，以及用萨拉森儿童焦虑量表进行测量。两组在身体概念改善方面没有显著差异。此外，女孩对自己身体的概念比男孩更积极。焦虑得分表明，四年级儿童在接受教师主导型模式时，焦虑水平似乎有所降低。然而，决策共享方法对降低三年级儿童的焦虑水平有显著效果。
