高校运动训练专业学生学习力培养策略研究

Research on the Cultivation Strategies Students’ Learning Capacity in College Sports Training Programs

摘要: 在建设教育强国的进程中，大学生作为高等教育学习的主体，其学习力是教育质量的显著表现，是高校教育人才培养的重要突破口。为了解高校运动训练专业学生学习力的情况，发现学生学习中的问题并提出针对性培养策略，以提高该专业学生学习力，本文以学习力的培养为问题主导，对学习动力、毅力、能力在内的学生学习力影响因素展开，得出以下结果与结论。高校运动训练专业学生存在运动竞技能力与学习能力不均衡问题：学习动力不足，表现为学习目标功利、课程枯燥、教学传统及家校高期待与竞争压力大；毅力不够，体现在学习拖延低效、遇困难退缩和消极自我认知；能力不强，表现为难以适应理论学习、考评单一、理实脱节及实践能力欠缺。对此，从三方面提出培养策略：动力上，明确目标、优化课程、建互助小组、改考评及降低家校期待；毅力上，定合理计划、授学习方法与树信心；能力上，创新教学评估、强实践及通过开拓性教学激发问题解决能力。

Abstract: In the process of building an education powerhouse, college students, as the primary participants in higher education, embody the quality of education through their learning capacity. This capacity represents a crucial breakthrough point for talent cultivation in higher education. To understand the learning capacity of students in university sports training programs, identify challenges in their academic development, and propose targeted cultivation strategies to enhance their learning capacity, this study adopts a learning capacity cultivation approach. It investigates and analyzes factors influencing student learning capacity—including motivation, perseverance, and competency—yielding the following findings and conclusions. Students in university sports training programs exhibit an imbalance between athletic competitiveness and academic capability: Insufficient motivation manifests as utilitarian learning goals, perceived course monotony, traditional teaching methods, and high expectations coupled with intense competitive pressure from both home and school; Lack of perseverance is evident in learning procrastination and inefficiency, withdrawal when facing difficulties, and negative self-perception; Weak competency is demonstrated by struggles adapting to theoretical learning, reliance on single-dimensional assessments, disconnect between theory and practice, and insufficient practical skills. To address this, three cultivation strategies are proposed: Motivation: Clarify goals, optimize curricula, establish peer support groups, reform assessments, and reduce parental/school expectations. Perseverance: Set reasonable plans, teach learning methods, and build confidence. Competence: Innovate teaching evaluations, strengthen practical training, and foster problem-solving skills through exploratory teaching.