高校健美操课程美育对学生综合素养提升的实证研究

An Empirical Study of the Role of Aerobics Courses in Higher Education Institutions in Enhancing Students Comprehensive Competencies through Aesthetic Education

摘要: 研究以某高校的健美操课程为例，运用准实验设计方式，通过16周的教学干预过程，从而探究健美操课程里的美育元素对学生综合素养造成的影响。通过问卷调查、身体测试、心理量表、质性访谈等研究方法，针对实验组(n = 86)和对照组(n = 84)展开对比分析。结果显示，实验组在审美感知、判断、表达能力方面的提高明显要比对照组更优(p < 0.01)，同时在身体协调性(十字象限跳)、身体意象满意度方面也取得了明显的提高(p < 0.01)。质性分析显示，丰富的课堂协作实践推动了学生情绪调节能力、团队协作意识的发展。因此，本研究认为健美操课程美育借助审美体验与协作实践，能提高学生的艺术感知，同时发挥“以体化美、以美育人”的辐射效果，推动学生身心及社会适应能力的协同发展。

Abstract: This study takes a university’s aerobics course as its research object and employs a quasi-experimental design, spanning a 16-week teaching intervention period, to investigate the impact of aesthetic education elements within the aerobics course on student’s comprehensive competencies. The methodology employed integrates questionnaire surveys, physical performance tests, psychological scales, and qualitative interviews, with comparative analyses conducted between the experimental group (n = 86) and the control group (n = 84). Following the completion of the experiment, the experimental group demonstrated significantly greater improvements in aesthetic perception, judgment, and expressive abilities compared to the control group (p < 0.01); simultaneously, significant improvements were observed in physical coordination (cross-quadrant jump) and body imagery satisfaction (p < 0.01). Qualitative analysis revealed that rich collaborative classroom practices effectively promoted the development of student’s emotional regulation skills and team collaboration awareness. Thus, the aesthetic education component of the aerobics course—through aesthetic experiences and collaborative practice—not only directly enhances student’s artistic perception but also exerts a radiating effect of “transmitting beauty through physical activity and cultivating character through aesthetic appreciation,” thereby fostering the synergistic development of students physical, mental, and social adaptability.