4 总结和展望

　　如前所述，无论从理论上，还是实践上，动作技能中的个体差异研究都体现出不可或缺的价值，比如，对不同的智力水平可以有针对性采取的不同的教学方法，从而提高运动员或学生的学习水平和绩效。因此，在未来动作技能领域的研究中，从个体差异角度探讨技能学习的一般机制对技能教学和训练至关重要。尽管个体差异的研究始于心理学研究，并且经过几个世纪的发展，已经从多维度进行了理论与实践的探讨，但在动作技能领域，西方发达国家的实际探索取得了重大的成果，而我国在这方面的研究还缺乏系统的理论依据，对个体差异对技能学习的影响以及应采取的学习和训练方案的调整和设置都有待于进一步的探讨。未来研究要认清一下几个主要问题。

　　4.1动作技能中的个体差异相关概念的鉴定研究。个体差异研究中对相关概念的鉴定是首要问题。有关动作技能学习中的个体差异研究概念与理论体系有待于进一步完善，现在很少有这方面的独立和深入研究，这势必会成为动作技能学习的制约因素。

　　4.2动作技能中主要问题的探讨及相关评价。动作技能的学习与控制是运动发展的前提，个体差异主要关注的两个问题中，对个体运动能力的鉴定以及由此引发的预测都是我们研究的主题和实际意义所在，因此在未来的研究中，要针对运动能力的鉴定和预测问题进行多方面的深入探讨，制定可行的评价标准体系，以期能够对运动员及学生的技能学习进行有效判断和指导。

　　4.3动作技能中个体差异相关变量的影响研究。影响动作技能学习的个体差异变量，如年龄、性别、与运动绩效有关的智力影响、神经损伤的影响、专家-新手差异等促使研究向更细微的角度去寻找支持动作技能学习机制的证据，在以后的研究中应更多的关注各种不同变量对个体技能学习效率、水平的影响，以及不同变量之间的相关性等问题，并把各种变量的影响效度控制在能够促进技能发展的范围内。

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