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文章主要针对有高社交焦虑的女大学生这一群体,初步探讨在健美操初级班课堂中以合作学习教学模式为干预手段对缓解女大学生焦虑情绪的效果,为期16周的实验结果显示:(1)干预前组间比较,在合作学习教学模式干预前,实验组和对照组在交往焦虑、社交回避、社交苦恼及SCL-90总分上均无显著差异。(2)干预前后组内比较,实验组在干预前后,交往焦虑及SCL-90总分及人际关系、焦虑因子分差异显著,被试高焦虑情况得到显著改善。对照组在实验前后,交往焦虑、SCL-90总分及各因子分均无显著差异。(3)干预后组间比较,合作学习教学模式干预后,实验班和对照班在交往焦虑、SCL-90总分的得分上存在显著差异。
The article mainly aims at the group of female college students with high social anxiety, and discusses the effect of using the cooperative learning and teaching mode as an intervention to ease the anxiety among female college students in the primary class of aerobics. The results of the 16-week experiment show that: (1 Before intervention, there was no significant difference between the experimental group and the control group in the interaction anxiety, social avoidance, social distress and SCL-90 total score before intervention of cooperative learning teaching mode. (2) Compared before and after the intervention group, the anxiety factor score, the anxiety score, the SCL-90 score, the interpersonal relationship and the anxiety factor score of the experimental group were significantly different before and after the intervention. Before and after the experiment in the control group, there was no significant difference in anxiety, SCL-90 total score and each factor. (3) After intervenient comparison, there was significant difference between the experimental class and the control group in the scores of interaction anxiety and SCL-90 scores after intervention by cooperative learning model.