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1.
学习动机的激发在英语学习中具有重要的作用,它决定学习者是否有兴趣学好英语。美国著名心理学家Kellet教授提出了ARCS学习动机模型,该模型认为学习动机由注意、关联、自信、满意四个部分组成。本文运用相关理论,具体阐述该模型的运用,激发学生学习动机,以实现课堂教学的高效性。 相似文献
2.
基于“ARCS学习动机模型”的初中英语阅读教学研究——以牛津初中英语为例 总被引：1，自引：0，他引：1
《教学与管理》2014,(4)
学习动机的激发在英语学习中具有重要的作用,它决定学习者是否有兴趣学好英语。美国著名心理学家Keller教授提出了ARCS学习动机模型,该模型认为学习动机由注意、关联、自信、满意四个部分组成。本文运用相关理论具体阐述如何运用该模型,激发学生学习动机,以实现课堂教学的高效性。 相似文献
3.
戴延红 《青海师范大学学报(哲学社会科学版)》2012,(2):141-145
学习动机是影响学生学习的一个重要的情感因素,而 A RCS 动机模型的科学运用对于学生外语学习动机具有积极而有效的激发和强化作用.本文主要阐述了与 A RCS 动机模型相关的学习动机要素和 A RCS 教学设计模型,并对如何利用该模型在学生的外语学习中去激发和强化学生的学习动机提出了相应的建议. 相似文献
4.
心理学的动机理论认为,需要产生动机。学习动机是学习的内部动力,是由学习的需要引起的,教学同样应重视学生学习动机的激发,运用学习动机理论。调动学生学习的积极性和主动性,提高教学效果。一．学习动机的分类与功能 动机是指在自我调节的作用下,个体自身的内在需要（如本能、需要、内驱力等）与行为的外在诱因（目标、奖惩等） 相似文献
5.
ARCS学习动机模型在课堂教学中的运用 总被引：2，自引：0，他引：2
崔关玉 《延边教育学院学报》2007,21(5):70-73
ARCS模型是激发学生学习动机的教学设计模型,该模型关注的是如何通过教学设计来调动学生的学习动机问题。激发学生学习动机的模型主要包括四个方面,围绕这四个方面来设计教学,就可以较好地激发学生在课堂学习中的动机。 相似文献
6.
初中化学用语的教学一直是个难点,要学好化学用语关键要激发学生的学习动机.ARCS动机模型是激发学生学习动机的教学设计模型,该模型关注的是如何通过教学设计来调动学生的学习动机问题,本文以“化学用语”为例,通过对注意、相关、自信和满意四个环节设计的简要说明,探讨该模型在化学用语教学中的应用. 相似文献
7.
学习动机是激发和维持个体的学习行为以满足学习需要的心理倾向，是推动学生学习的内部动力．美国南佛罗里达大学心理学教授凯勒（Keller）开发了被称为“ARCS”动机设计模型．ARCS是注意（attention）、相关（relevance）、信心（confidence）、满足（satisfaction）等动机因素词汇的首字母缩写．该模型认为：动机的激发和维持应贯穿教学过程的始终，也就是说，教学开始前要吸引学生的注意，教学开始后要阐明学习的内容与学生需要的相关，教学过程中要让学生有完成学习的信心，教学结束时要让学生获得满意感． 相似文献
8.
高校学生学习动机的培养与激发 总被引：6，自引：0，他引：6
苗军芙 《山东教育学院学报》2000,15(5):8-10,25
培养和激发高校学生的学习动机,使学生始终怀有高度的学习积极性,对高校实现教育目标具有重要意义。研究表明,高校学生学习动机系统有下列特点;（1）在学习动机的规模上,是由多个动机组成的动机系统;（2）在学习动机的内容上多种多样,丰富多彩;（3）在学习动机的类型上,包括多种类型,但为了求知和发展自己才能的内在动机不同程度地存在于多数学生的动机系统中。基于高校学生学习活动及学习动机的特点,学习动机的培养和激发措施包括如下;（1）加强世界观、生观教育。（2）发展专业兴趣。（3）创设问题情景,使之产生求知的需要。（4）促进动机迁移。（5）改革教学内容,提高教学艺术。（6）训练正确的归因倾向。 相似文献
9.
初中《数学课程标准》（简称《课标》）中提倡的教学模式为“问题情境——建立模型;解释应用”显然,数学情境是该教学模式的起点．在初中数学教学中创设情境,激发学生学习动机与兴趣,对教学效果的提高具有重要意义． 相似文献
10.
我校是美术特色高中,长期以来学生学习地理的动机不足,学习习惯较差,学习态度偏激,缺乏应有的恒心和毅力,学习效果差强人意。根据笔者的研究和实践,认为在诸多的影响因素中,学习动机是一个根本性的问题,是影响学生地理学习的最大障碍。因此,激发学生的学习动机是提高地理课堂教学效率的关键。而ARCS动机模型正是为解决这一问题而设计的,本文通过具体的教学案例来探索该模型在地理教学设计中的应用。 相似文献
11.
The study aimed to investigate the direct effect of volunteer motivation on social problem-solving ability, self-efficacy, and mental health and examine the mediating effects on volunteer motivation and mental health by testing social problem-solving ability and self-efficacy. We examined a hypothetical model that integrates the concepts of Self-Determination Theory, the Social Problem Solving Model, and the Self-Efficacy Belief Model. Results demonstrated that volunteer motivation was significantly associated with social problem-solving ability and self-efficacy amongst 1530 undergraduate students. Three subscales of social problem-solving ability (positive problem orientation, negative problem orientation, and avoidance style) and self-efficacy served are significant mediators. Model statistics for SEM demonstrated an adequate fit with the data. Volunteer motivation provides a way to enhance social problem-solving ability and self-efficacy. It also leads to better mental health by enhancing positive problem orientation and self-efficacy and by reducing negative problem orientation and avoidance style. 相似文献
12.
管理是企业的核心问题,而激励又是管理的核心问题.随着社会经济的发展,企业作为现代社会的一个"细胞"发挥着越来越重要的作用,而人力资源对于现代企业的兴衰成败也发挥着越来越重要的作用.由于人力资本具有巨大的创造性和难以监督性,因此企业除了寻找激励之道外,别无良策.为此,在简要阐明激励的基本含义、模式、作用的基础上,针对我国企业管理中存在的激励问题,尝试探讨建立现代企业激励机制的策略. 相似文献
13.
关注研究生的培养模式不能回避研究生报考动机的问题。以武汉7所“21l”高校为案例,从学校、年级、专业、性别对这7所高校在校研究生的报考动机进行调查和分析。结果表明,所调查的对象都把“对理想工作的追求”作为其最主要的报考动机,这成为当前研究生招生改革中充分考虑的因素,而专业学位研究生教育应该成为我国研究生培养的重要方式。 相似文献
14.
物理化学实验教学改革研究 总被引：5，自引：0，他引：5
分析了目前物理化学实验教学存在的问题,对物理化学实验教学内容、教学方法、教学手段、考核方法等进行了改革,探索出了物理化学实验新的教学模式。新的教学模式能激发学生的学习积极性,并充分发挥学生的主观能动性,达到了培养学生综合素质及创新能力的目的。 相似文献
15.
Helene Ahl 《International Journal of Lifelong Education》2013,32(4):385-405
Adults' motivation to participate in continued education is of immediate interest, as lifelong learning is now considered as the solution to the pressing problems of increased levels of unemployment, not least among unskilled workers. Many theories concerning motivation and adult education maintain that individuals are innately motivated to learn, and conclude that motivation problems result from various dispositional, situational and structural impediments. If such barriers are removed, adults will be naturally motivated to educate themselves. This article argues against these theories and maintains that motivation should not be regarded as something residing within the individual. It is rather a construct of those who see it lacking in others. A critical reading of the literature shows how motivation theory stigmatizes people held ‘unmotivated’ in that the theories ascribe motivation problems to the individual, while assuming the basis upon which the problem is formulated for granted, and making those who formulate the problem invisible. Instead of a problem solver, motivation becomes a euphemism for direction and control. This article suggests that motivation should be seen as a relational concept, rather than as residing within the individual. Adults' motivation, or lack of this, is best understood in relation to those who formulate the problem. Instead of asking what motivates adults to study, research should focus on who states that this is a problem, and why, and the reasons for this conclusion. This approach makes the operations of power visible, and demonstrates how the discourse of lifelong learning, as a necessary political response to economic and technological determinism, constructs adults as inadequate. 相似文献
16.
Being involved in science education we cannot avoid confronting the problem of students' waning interest in physics. Therefore,
we want to focus on arguments developed by new theoretical work in the field of motivation. Especially, we are attracted by
the theory of motivation featured by Deci and Ryan, because it is related to an assumptions of human development similar to
our own approach. Beneath elements of cognitive development, motivation is seen as a basic concept to describe students' learning
in a physics classroom. German students at lower and upper secondary level regard physics as very difficult to learn, very
abstract and dominated by male students. As a result physics at school continuously loses importance and acceptance although
a lot of work has been done to modernise and develop the related physics courses. We assume that knowing about the influence
of motivation on learning physics may lead to new insights in the design of classroom settings. Referring to Deci and Ryan,
we use a model of motivation to describe the influence of two different teaching strategies (teacher and discourse oriented)
on learning. Electrostatics was taught in year 8. The outcomes of a questionnaire which is able to evaluate defined, motivational
states are compared with the interpretation of the same student's interaction in the related situation of the physics classroom.
The scales of the questionnaire and the categories of analysis of the video-recording are derived from the same model of motivation. 相似文献
17.
《The Journal of educational research》2012,105(6):440-446
ABSTRACTPrevious studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these variables interact. A model of achievement in geometry was tested on a sample of 102 high school students. Structural equation modeling was used to test hypothesized relationships among variables linked to successful problem solving in geometry. These variables, including motivation, achievement emotions, pictorial representation, and categorization skills, were examined for their influence on geometry achievement. Results indicated that the model fit well. Achievement emotions, specifically boredom and enjoyment, had a significant influence on student motivation. Student motivation influenced students’ use of pictorial representations and achievement. Pictorial representation also directly influenced achievement. Categorization skills had a significant influence on pictorial representations and student achievement. The implications of these findings for geometry instruction and for future research are discussed. 相似文献
18.
An Examination of College Students' Problem‐Solving Self‐Efficacy,Academic Self‐Efficacy,Motivation, Test Performance,and Expected Grade in Introductory‐Level Economics Courses 
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下载免费PDF全文 Leslie Ramos Salazar Stephen L. Hayward 《Decision Sciences Journal of Innovative Education》2018,16(3):217-240
This study investigated whether self‐efficacy influenced students’ educational outcomes in introductory‐level economics courses. First, this study investigated the correlations between problem‐solving self‐efficacy, academic self‐efficacy, and motivation. Second, this study investigated whether problem‐solving and academic self‐efficacy served as predictors of students’ motivation, test performance, and expected grade. Correlational analyses suggest that problem‐solving and academic self‐efficacy are correlated with student motivation. Results show that problem‐solving self‐efficacy was a predictor of student motivation and test performance. Academic self‐efficacy and problem‐solving self‐efficacy were also predictors of their expected grade. Implications and future directions for economics education are also discussed. 相似文献
19.
Nonmanut Pongsakdi Eero Laakkonen Teija Laine Koen Veermans Minna M. Hannula-Sormunen Erno Lehtinen 《Scandinavian Journal of Educational Research》2019,63(2):179-197
A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing non-routine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with different motivation in learning mathematics. This study investigated the impact of the WPE on student beliefs about word problem solving by using Latent Profile Analysis and Structural Equation Modelling to analyse relations among the different cognitive, motivation, and belief factors. A total of 170 fourth- and sixth-grade students from elementary schools participated. Results showed that the effects of WPE are various depending on students’ initial motivation level. The impacts of the WPE on student beliefs were found only in students with a low initial motivation level, while its impacts on student problem-solving performance were found only in students with a high initial motivation level. 相似文献
20.
高职生学习动力系统及其校域调控与开发的路径选择 总被引：5，自引：0，他引：5
学生学习动机不强、兴趣不高是高职教学面临的难题。高职生学习动力产生于一个完整的动力系统,调控与开发学生的学习动力系统具有重要的教学价值。通过高职生学习动力系统的要素激发、教学设计和校域情境影响力合成等路径,可以达到引发动力、增强动力、调节动力和凝聚动力等目的。 相似文献