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采用问卷调查形式，研究了初中生学习理科课程的学习动机和学习策略的发展情况。经过标准化数据处理，结果发现：初中生在理科课程学习中内、外动机是相互促进的，二对学习策略的影响都很显。学习理科课程时监控策略运用最多，而精加工策略运用水平不高，这可能与传统的教学方式有关。 相似文献
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开发课程资源,培养学生资源策略是英语课程改革的一项重要举措。新英语课程标准把学习策略列为英语课程目标之一,其中把资源策略阐述为“学生合理并有效利用多种媒体进行学习和运用英语的策略”。新课标还制定了资源策略英语分级目标,以此推进初中生英语课程内外的学习资源的探索和开发,并努力促使学生资源策略的形成。但有关调查显示,当前初中生的学习策略运用水平一般：外语教育工作者对学生学习策略的使用情况不大了解,对学生学习策略的培养意识非常淡薄。 相似文献
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邱绍姬 《新乡教育学院学报》2009,22(2)
运用问卷调查、课堂观察和访谈、定量分析的方法,通过研究福建农林大学非英语专业一年级119名文科生和121名理科生英语词汇学习策略使用的状况,发现文科与理科大学生在英语词汇学习策略使用上有共同点与不同点.共同点是他们总体上经常使用元认知策略,不常用认知策略和社会情感策略;不同点是理科生比文科生更多使用认知策略和社会情感策略,文科大学生经常使用分类策略,理科大学生经常使用上下文记忆和社会策略.其主要原因在于文科与理科学习者的学习风格不同. 相似文献
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数学学习策略是指一切有助于数学学习,包括对概念、公式的理解、记忆、运用及数学问题解决的学习策略.初中生数学学习策略逐年下降,年级间差异显著.初中生的数学学习策略逐年下降,主要体现为女生的策略逐年下降,而女生的策略逐年下降,主要是因为其内源性动机逐年下降.学生的数学学习策略的水平差异体现为数学学习策略的择用水平与其数学学习成绩水平呈显著的正相关. 相似文献
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目的 :通过调查研究,探讨初中生数学学习策略、数学焦虑对数学成绩的影响.方法 :采用数学学习策略问卷、数学焦虑问卷对1650名初中生进行施测.结果 :初中生数学学习资源管理策略运用水平显著高于认知策略、元认知策略(F=52.55,P<0.01);男生的数学焦虑、数学成绩显著低于女生(t=-3.35、-2.69,P<0.01);数学学习策略、数学焦虑与数学成绩之间显著相关(r=0.18~0.39,P<0.01);数学学习策略可以正向显著预测数学成绩(β=0.19,P<0.01);数学焦虑可以负向显著预测数学成绩(β=-0.36,P<0.01);数学学习策略对数学成绩不仅具有直接预测作用,而且可以通过数学焦虑的中介作用间接预测数学成绩(中介效应比例为35.5%).结论 :初中生数学学习策略掌握程度越好,数学焦虑水平越低,其数学成绩就会越高. 相似文献
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学习策略在二语习得研究中占据重要的地位,目前我国学界针对初中生学习策略的研究成果数量较少,针对藏族初中生英语学习策略的专门研究还是一个空白.通过对青海省藏区初中生的问卷调查及结果分析,发现藏族初中生总体策略使用水平呈中等水平,使用水平最高的是情感策略,最低的是社会策略.女生整体策略水平明显高于男生,学生的情感策略存在显著的性别差异.不同地区学生的学习策略存在显著差异.低年级学生的策略水平没有随着年级的升高而提高.调查对藏族中学生的英语学习策略的研究提供了有效参考. 相似文献
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《兰州教育学院学报》2018,(9)
通过对新疆生产建设兵团第四师六十七团中学的137名哈萨克族初中生进行问卷调查,本文探讨了哈萨克族初中生英语学习动机、学习策略的总体水平及其与学业成绩的关系。调查结果显示:(1)哈萨克族初中生英语学习策略使用水平由高到低依次是目标管理规划策略、认知策略、元认知策略;初中生英语学习内部动机水平高于外部动机水平。(2)哈萨克族初中生英语学习策略各维度与学业成绩呈显著正相关,与外部动机呈显著负相关;内部动机与学业成绩呈显著正相关,外部动机与学业成绩不存在统计学意义的相关关系。(3)哈萨克族初中生英语学习动机、学习策略在不同程度上影响学业成绩,同时学习动机还通过影响学习策略间接影响学业成绩。由此可见,在教学过程中,教师对学生进行学习动机的优化和培养,以及学习策略的指导与内化是非常必要的。 相似文献
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以某中学七年级40名学生（优等生和后进生各20名）为调查对象，采用问卷调查、面谈等方法，探究初中生词汇学习策略的运用情况，比较优等生和后进生在词汇学习策略运用方面的差异。研究结果：初中生能广泛使用部分认知策略和社会/情感策略，优等生和后进生在猜测策略和自我激励策略的使用上存在显著差异；同时，优等生更乐于使用自我监督、上下文、广泛阅读、归类、合作学习等策略，后进生更乐于使用寻求帮助策略。 相似文献
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学习策略是当今教育心理学研究的前沿课题,国内外的研究已表明,学习策略是学习能力的重要组成部分,学生使用学习策略可以用较少的"能源消耗",有效地实现学习目标.教师应该设法向学生讲授一定的学习策略,提高学生的学习策略水平,使学生学会学习.我省在九十年代初就开始实行中小学的课程改革,初中实行理科综合,设置了一门<自然科学>.1997年9月,我校开始在大面积提高<自然科学>(初中综合理科)的教学质量上,进行了探索和实验.在97年、98年实践的基础上,1999年5月,我们确定从学习策略角度进行深入研究,并成立了"初中<自然科学>学习策略的研究和实验"课题组.本课题在综合理科的学习策略理论上进行了建构,并在实践上进行了探索,现已取得了预期的成果. 相似文献
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Baohua Yu 《Educational studies》2019,45(4):520-532
This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper. 相似文献
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邓俊民 《天津工程师范学院学报》2003,13(2):50-53
对理工科大学生英语学习状况和学习成绩调查、统计和分析的基础上,研究了英语学习策略运用水平和学习风格倾向与英语成绩的关系。研究表明:(1)学习者都能积极运用学习策略,元认知和补偿策略运用得最多,社会/情感策略运用得较少;(2高分组和低分组在元认知策略上有显著差异;(3)学习风格偏好呈多样性,英语水平与学习风格本身无关。 相似文献
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Although many researchers have pointed out that educational robots can stimulate learners’ learning motivation, the learning motivation will be hardly sustained and rapidly decreased over time if the amusement and interaction merely come from the new technology itself without incorporating instructional strategies. Many researchers have identified that the sustainability of the learning motivation is closely related to the instructional strategies. Accordingly, learners must be well guided by suitable instructional strategies to enhance and sustain their learning motivation. In other words, suitable instructional strategies are required even if introducing educational robots to learners can stimulate learning motivation at the beginning of learning activities. Literature also suggests that systematic instructional strategies can be designed with the use of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model. As the rapid development of robotics, it has become feasible to apply the educational robot for enhancing learning. A robot teaching assistant (RTA) was designed to enhance and sustain learning motivation for the learning of English reading skills. A quasi-experimental design and the Instructional Material Motivational Survey questionnaire were used for data collection and evaluation. The findings showed that the design of the RTA-based learning activities guided by the ARCS model for learning English reading skills can significantly improve learners’ learning motivation, learning performance, and continuance intention. 相似文献
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In recent years, mobile technology has been developing rapidly and has been widely used. There are many successful cases of mobile technology applied greatly in today’s teaching and even combined with sensing devices to overcome the limitations of traditional learning environment. In order to make teaching more diversified, teachers currently treat field trips as one of the major ways to aid traditional classroom teaching. Based on Keller’s ARCS motivation model, this study used the natural disaster section in the sixth graders’ Natural Science-Taiwan subject as an example and application of radio frequency identification (RFID) technology in mobile devices to develop a context-aware ubiquitous learning system to be applied in the 921 Earthquake Museum of Taiwan. With the guide of the system, learners can use mobile carriers to receive content information displayed in the Museum for learning. This study conducted experiment in the 921 Earthquake Museum of Taiwan to explore whether using the system for learning significantly improves learning outcomes and motivation in comparison to traditional navigation learning. Felder & Silverman’s theory of learning style was incorporated to explore whether there exists differences in learning performance and outcome among learners with different learning styles so design and strategies for future teaching system can be improved. 相似文献
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学习兴趣是学生学习动机的重要心理因素.在科学教学中如何激发学生的学习兴趣,充分发挥学生的主观能动作用,以提高教学质量,是值得科学教师探讨的重要课题.本文结合初中科学课程改革的特点及其学生心理发展特征,从创设教学情景、鼓励学生探究、学以致用、师生情感等四个方面探讨了激发学生的学习兴趣的教学策略. 相似文献
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Kai-Yi Chin Zeng-Wei Hong Yueh-Min Huang Wei-Wei Shen 《Interactive Learning Environments》2016,24(3):360-381
The addition of animated pedagogical agents (APAs) in computer-assisted learning (CAL) systems could successfully enhance students' learning motivation and engagement in learning activities. Conventionally, the APA incorporated multimedia materials are constructed through the cooperation of teachers and software programmers. However, the thinking and technical gap between two roles, a concept/content provider (teacher) and an implementer (software programmer), may lead to the concept distortion and loss in the final teaching material implementations. This often results in preventing a teacher from preparing his or her own APA-based multimedia learning systems. This study aims to develop a courseware to facilitate the CAL through the combination of the two roles into a single one and then teachers can use it freely by themselves. The courseware can help teachers to develop appropriate multimedia instructional materials incorporating APAs, which attracts students' attention and enhances their interest in learning. Furthermore, in this study two separate trial experiments were conducted to measure the teachers' satisfaction with the courseware and students' learning motivation after using APA-based multimedia learning systems. The results show that the participating teachers were satisfied with the courseware and would like to apply it in their instruction. Moreover, the participating students were strongly motivated by the customized APA-based multimedia learning systems. Therefore, the proposed courseware could give teachers a good opportunity to add pedagogical value to the curriculum, so that students' learning interest and motivation could be enhanced. 相似文献
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Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a motivational system with numerous components that interact in complex ways and influence metacognitive processes such as self-evaluation. This complexity is further increased because students' motivation and success in science learning influence each other as they develop over time. It is challenging to study the co-development of motivation and learning due to these complex interactions which can vary widely across individuals. Recently, person-centered approaches that capture students' motivational profiles, that is, the multiplicity of motivational factors as they co-occur in students, have been successfully used in educational psychology to better understand the complex interplay between the co-development of students' motivation and learning. We employed a person-centered approach to study how the motivational profiles, constructed from goal-orientation, self-efficacy, and engagement data of N = 401 middle school students developed over the course of a 10-week energy unit and how that development was related to students' learning. We identified four characteristic motivational profiles with varying temporal stability and found that students' learning over the course of the unit was best characterized by considering the type of students' motivational profiles and the transitions that occurred between them. We discuss implications for the design and implementation of interventions and future research into the complex interplay between motivation and learning. 相似文献
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张菊芳 《佳木斯教育学院学报》2012,(3):284+286
军校作为特殊的高校,其学员的外语学习动机有其特性,如何最大限度地激发学员外语学习动机是提高军校外语教学效果的重要环节。本文通过实证研究,对适用于军校学员的大学英语学习动机的自我激励策略进行了探索,以期为军校教师指导学员进行大学英语学习动机的自我激励行为提供一些参考。 相似文献
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Shiang-Kwei Wang Thomas C. Reeves 《Educational technology research and development : ETR & D》2007,55(2):169-192
Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve
the students’ motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity,
and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the
teacher’s tenth-grade classroom as a three-day student-centered learning activity. Data collection methods included individual
student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of
evidence that the Web-LE and the associated learning activity improved students’ motivation. This study illustrates the benefits
of educational researchers working closely with teachers using design-based research methods to successfully solve instructional
problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into
the development of similar Web-LEs are presented as well as directions for future research. 相似文献