共查询到20条相似文献，搜索用时 15 毫秒
1.
王丽君 《辽宁师范大学学报(社会科学版)》2012,(1):75-78
由于艺术专业录取时侧重专业水平的选拔,对于英语成绩要求不高,因而艺术专业学生平时学习注重专业课,轻视文化课,他们英语基础薄弱,缺乏英语学习动机。在多媒体教学模式下,采用英语自主学习策略,可有效激发学生的英语学习兴趣,培养其自主学习能力,提高英语课堂教学效率。在教学中,教师可利用学生制作多媒体课件等方法激发艺术专业学生英语学习的主观能动性;讲授相应的英语学习策略,培养艺术专业学生的自主学习能力和习惯;根据艺术专业学生的实际,编写和使用适合其特点的英语学习教材;针对艺术专业学生的学习和性格差异,采取个性化的英语教学策略;利用多媒体技术培养和提高艺术专业学生合作、探究式学习能力。 相似文献
2.
The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences. 相似文献
3.
The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools’ bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes. 相似文献
4.
This study set out to explore non-English major postgraduates’ use of motivational regulation strategies in English learning. Subjects for this study were 156 Chinese postgraduates studying in a national teacher education university in central China. A self-reported questionnaire and individual semi-structured interviews were complementarily employed to gather data. The non-English major postgraduates were found to have adopted ten types of strategy to regulate their motivation for learning English, but that these strategies were used infrequently. It was also found that despite the general absence of significant difference, the few that could be ascertained were associated with gender, specialty, and grade. The results suggest a need to provide motivation regulation strategies training, and nurture students’ intrinsic English learning motivation through curricular, instructional and assessment reforms. 相似文献
5.
王天发 《深圳信息职业技术学院学报》2014,(2):62-68
学习动机是外语学习成功与否的关键因素之一。网络课程可以提供不同于传统课堂的学习情境,因而可能作用于学习动机。本文用问卷调查的方式研究高职差生的英语学习动机类型以及网络课程对学习动机的影响。研究发现：高职差生的英语学习动机类型与本科生有所区别;高职差生喜欢通过网络课程学英语;网络课程能有效提高差生对英语的内在兴趣一一学习情境的改善增加了学习乐趣,而且使学生感到更自在。 相似文献
6.
Douglas Jay Lynch Hernando Trujillo 《International Journal of Science and Mathematics Education》2011,9(6):1351-1365
Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about
their probability of success and how to study. This study is theoretically aligned with self-regulated learning research.
Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated
the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry.
Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly
correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance
was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively
associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students’ sense
of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to
females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous
assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable
gender difference suggests that female chemistry students may especially profit from focused faculty intervention. 相似文献
7.
采用问卷法调查某职业技术学院252名学生的英语学习动机、学习策略和成绩。结果显示：高职生的英语学习动机以融合型动机和工具型动机为主,最常用的学习策略是补偿策略和情感策略,最不常用的是元认知策略和社会策略;成绩优等生有更强的融合型动机和内部动机,更频繁地使用补偿策略、元认知策略和认知策略;高职生融合型动机和内部动机与其英语成绩呈显著性正相关;各种学习策略与其英语成绩都呈显著正相关。 相似文献
8.
王云 《苏州教育学院学报》2011,28(1):105-108
采用定量研究的方法,对不同年级段中学英语学习者的学习策略进行了年级间横向与纵向的调查,并采用社会科学统计软件对数据进行了统计。研究发现：在中学6年的学习过程中,学生对3种策略的使用有一定的偏爱,且存在显著性差异：从初一到高二,学习者对母语策略最为偏爱;在高三阶段,学习者对形式操练策略最为偏爱。因此,教师应及早鼓励学生多使用功能操练策略来提高自己的英语水平,设法多创设英语学习的语言氛围。在学生策略变化的关键期（如高一和高二年级）,学校应安排最有教学经验的教师加以辅导。 相似文献
9.
Researchers have reported that student authoritarianism, dogmatism, intelligence, convergent-divergent abilities, conceptual level, anxiety, compulsivity, achievement motivation, achievement orientation, locus of control, independence-dependence, and extraversion-introversion interact with teacher directiveness in relation to grades and satisfaction. Evidence that the student variables are moderately intercorrelated suggested that some of the interactions may not be independent. The present study was initiated to simplify the multivariate nature of these interactive patterns by carrying out a modified stepwise regression analysis of the twelve interactions which could result in a lesser number of nonredundant interactions emerging, weighted according to how much unique variance they could account for in grades and satisfaction. Data were collected from 445 students in the classes of 26 Grade 11 and 12 English teachers at five schools in regard to English grades, satisfaction with the teacher and the course, the 12 student variables, and perceived teacher directiveness. Only achievement motivation produced significant interactions. Consequently, the planned regression models could not be constructed. 相似文献
10.
包蕾 《宁波教育学院学报》2013,15(3):71-76
在语言教学的课堂中,教师和学生是最为重要的参与者。而学习动机是影响学生的语言学习成效关键因素之一。教师在课堂教学中有意识地运用动机策略,增强学生的学习动机,能改善学生在语言课堂上的学习效果。通过采访对教师在实际课堂中运用的动机策略作调查,并通过问卷和统计的方法分析从学生的角度对教师在商务英语课堂教学中运用的动机策略的看法。试图能从结果中得出一些给商务英语教师的启示和对商务英语教学的改进方法。 相似文献
11.
Gene Popiolek Ricka Fine Valerie Eilman 《Community College Journal of Research & Practice》2013,37(11):828-838
This study extends and makes unique methodological contributions to research on the impact of learning communities (LCs) on community college students. Much of the previous research was short-term, lacked adequate comparison groups, and focused on four-year college students. This four-year study controlled for instructor-related variables by comparing academic outcomes of LC students with those of non-LC students taught by the same instructor during the same semester. Differences in grades, attrition, and retention were compared between students enrolled in two pairs of linked English 101 and Psychology 101 LC classes and students enrolled in non-LC courses with the same professor. Student enrollment in the LC courses was associated with higher grade point averages, lower course attrition rates, and higher fall-to-spring semester retention rates. Reasons for the relative scarcity of LCs in community colleges is discussed, along with recommendations as to how institutions can encourage the growth of LCs on their campuses. 相似文献
12.
Joe Psotka 《Interactive Learning Environments》2013,21(4):319-320
13.
大学公共英语采用大班教学模式已成为一种趋势,班容量的不断扩大,给教师课堂教学和学生接受知识都带来一定困难和挑战,而必学加选学策略,合作学习策略,多媒体教学都是针对水平参差不齐的公共英语大班教学的有效策略。 相似文献
14.
The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first‐year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self‐regulatory learning strategies, and personality traits, with end‐of‐semester grades the dependent variable of interest. The study involved the distribution of a questionnaire, which assessed motivation, self‐regulatory learning strategies and personality traits, to 1193 students at the start of their first year at university. Students' academic records were accessed at the end of their first year of study to ascertain their first and second semester grades. This study established that previous high academic performance, use of self‐regulatory learning strategies, and being introverted and agreeable, were indicators of academic success in the first semester of university study. Achievement motivation and the personality trait of conscientiousness were indirectly related to first semester grades, through the influence they had on the students' use of self‐regulatory learning strategies. First semester grades were predictive of second semester grades. This research provides valuable information for both educators and students about the factors intrinsic to the individual that are associated with successful performance in the first year at university. 相似文献
15.
Sascha Schroeder Tobias RichterNele McElvany Axinja HachfeldJürgen Baumert Wolfgang SchnotzHolger Horz Mark Ullrich 《Learning and Instruction》2011,21(3):403-415
This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior. 相似文献
16.
王云 《内江师范学院学报》2011,26(5):125-128
为了解中学生英语学习者动机、观念和策略之间的关系及其年级变化,采用自编＂学习者可控因素＂问卷对504名中学生进行了调查。结果表明,中学生英语学习动机、观念与策略之间的关系具有较高的稳定性,动机影响观念和策略,观念也影响策略。 相似文献
17.
邱伟强 《安顺师范高等专科学校学报》2013,(5):61-64
文章基于学者对学习动机的研究成果,通过问卷调查对影响普通本科院校非英语专业学生英语口语学习动机的因素进行实证分析,剖析学习动机与口语学习的内外在联系性。结果显示,大部分学生对英语口语学习具有较强的学习动机;与融入型动机相比,大学生口语学习更倾向于工具型动机;不同年级学习动机的强度出现先升后降的变化。 相似文献
18.
BJ Buchwitz CH Beyer JE Peterson E Pitre N Lalic PD Sampson BT Wakimoto 《CBE life sciences education》2012,11(3):273-282
Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula. 相似文献
19.
Using evidence from a two‐year case study of teachers in a comprehensive school who were implementing the new GCSE examination in English, we explore the origins and development of two dilemmas. Opting to join a large consortium of schools using teacher‐based, criterion‐referenced, continuous assessment, the staff faced these different but interrelated questions. (1) As individuals, could they maintain the motivation of their classes if, early in the course, pupils could guess their ultimate grades? (2) As collegiate agents of the grading process, could they standardise their varied, individual assessments in line with GCSE expectations? We argue that the strategies teachers developed reflected the dilemmas they faced. The dilemmas derived from contradictions built into the course. 相似文献
20.
This study examined differences in students’ classroom motivational climate perceptions and motivational beliefs between those enrolled in undergraduate Biology courses that implemented an innovative, active learning intervention and those enrolled in traditional Biology courses (control group). This study also sought to determine whether students’ classroom motivational climate perceptions and motivational beliefs mediated the effect of the intervention on course grades. Participants were 962 college students attending a large US public university. Students self-selected into one of the biology courses were randomly assigned to the intervention or control group. Multiple regression analyses indicated that students receiving the intervention reported greater instructor support, a perception of higher expectations for understanding (academic press), and a greater feeling that the course was interesting (situational interest). They also held higher self-efficacy and value for their biology course at completion compared to their counterparts in traditional biology classrooms. Moreover, mediation analyses indicated that the effect of the intervention on course grades was better explained through students’ classroom motivational climate perceptions and motivational beliefs. Results gained from this intervention may be useful to other campuses interested in enhancing student motivation and success even when faced with large enrolments and minimal faculty and staff support. 相似文献