赛博变革：在我们相互连接的世界里学习——AECT2010年会评述与思考     

王小雪  程东元  陈小珺  Robert Kenny美 《电大教学》2011,(1):3-13

四位作者作为AECT2010年会的参与者与组织者,首先对本届年会的主题内容,包括大会的主题报告、分会的研讨交流以及主席论坛的演讲等,做了全面而细致地回顾;然后在深入剖析会议主旨的基础上,根据其亲身经历与体会,论述了对本届年会的感悟与启示,其中包括对教育技术未来发展的展望以及对中国大陆教育技术领域所带来的参考与借鉴意义。  相似文献   

Self-concept, motivation, and competence among preschoolers from maltreating and comparison families     

Joan I. Vondra  Douglas Barnett  Dante Cicchetti 《Child abuse & neglect》1990,14(4):525-540

Maltreated children are at risk for impaired cognitive and school functioning. In this study, the role that home environment, self-concept, and mastery motivation play in this relation was investigated. Thirty-six preschool children and their mothers, representing three family backgrounds (12 low-income maltreating, 12 low-income comparison, 12 middle-income comparison), were assessed in a preschool/home study. Children from maltreating families scored lower than their peers on several measures of cognitive and physical competence and on ratings of motivation. At the same time, these children significantly overrated their physical competence, and self-ratings of competence and acceptance tended to be higher (and less realistic) than those of their low-income peers. An overall difference in developmental quality of the home environment of maltreating families was largely accounted for by socioeconomic status (SES), but the tendency of these homes to be less clean and safe remained significant even after SES was controlled. Various aspects of the home environment were associated with superior task performance, but not with motivation or self-perceptions. Whereas the general home environment may affect competence, relationship factors implicated in maltreatment may be more important in shaping self-concept and motivation.  相似文献   

计算机辅助外语听说教学的调查研究     

郭晓霞  惠良虹 《北京城市学院学报》2007,(5):88-92

本文应用动机模型以及可理解性输入、输出理论编制调查问卷,并根据实证调查得来的数据分析计算机辅助外语教学对于大学生群体外语听说教学的意义和发展方向。从动机理论来研究机辅语言教学对学生语言学习动机的刺激和激励;从输入、输出理论角度来考量计算机在培养学生语言实践能力中的功能。  相似文献   

Academic goal orientations,multiple goal profiles,and friendship intimacy among early adolescents     

Inbal Levy-Tossman  Avi Kaplan  Avi Assor 《Contemporary educational psychology》2007

This study investigated the relations between early adolescents’ academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school.  相似文献   

Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals   总被引：1，自引：0，他引：1  

Simone Volet  Caroline Mansfield 《高等教育研究与发展》2006,25(4):341-356

This paper examines the mediating role of students’ goals in group work at university. Research on cooperative and collaborative learning has provided empirical support for the cognitive, motivational and social benefits of group work but the antecedents of motivation and ongoing management of emerging motivational and socio‐emotional issues have received less attention. A theory of self‐regulation that incorporates students’ personal goals and perceptions of context, combined with a sociocultural perspective on co‐regulation of individuals and contexts, can help understand why and how some groups resolve their social challenges while others are less successful. An empirical study highlighted the mediating role of students’ goals in their appraisals of group assignments, perceptions of various aspects of the contexts, and in turn regulation strategies to achieve their goals. Qualitative differences were found in the regulation strategies of students with positive and negative appraisals.  相似文献   

也谈新建本科高校青年教师的教学动力     

张际峰  张兮  陈永红 《安庆师范学院学报(社会科学版)》2019,38(3):116-119

新建本科高线青年教师普遍存在教学动力不足的现象,主要表现为教师精力投入不足、重科研轻教研,这与学校的政策导向与教师个人的修养密切相关。提升青年教师教学动力,一方面需要学校改革完善相关制度、提高教学服务水平,另一方面青年教师自己要增强责任意识和教学自信,提高教学能力。  相似文献   

贵州教育学院成人大学生成就动机调查研究     

赵德肃  吴俊华 《贵州教育学院学报》2007,23(3):1-5

通过对贵州教育学院268名成人大学生进行问卷调查,分析该学院成人大学生成就动机的特点以及在性别、年级、民族、专业和父母学历与职业等人口统计资料背景上是否存在差异,并依据成就动机理论和研究结果,为今后贵州省成人大学生在教育条件相对落后的环境中成就动机如何发展提出相应的建议和改进措施。  相似文献   

大学生入党动机研究综述   总被引：3，自引：0，他引：3  

孙红  郭亚红 《洛阳工业高等专科学校学报》2006,16(5):79-82

近年来,理论界对高校大学生的入党动机进行了深入广泛的研究。从以下几个方面总结回顾了学者们研究的状况:大学生入党动机研究的意义、大学生入党动机的分类、大学生不端正入党动机的产生原因以及端正大学生入党动机的策略等。  相似文献   

The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience     

Natalia Hofferber  Melanie Basten  Nadine Großmann 《International Journal of Science Education》2016,38(13):2114-2132

Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students’ motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students’ motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice (Micromys minutus) with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students’ intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students’ intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material.  相似文献   

论教学过程的动力     

张华 《安阳工学院学报》2008,(6)

教学过程是教与学的双边过程,教学过程的动力来源于教师教的动力和学生学习的动力,两者结合起来,才能形成教学过程的现实动力。  相似文献