高中生英语学习动机的调查与分析     

张志峰 《江苏教育研究》2011,(1):44-48

本研究通过学生英语学习动机的问卷调查,采用SPSS（10.0）软件和独立样本T检验等统计方法,对高中生不同类别的动机差异进行数据分析,并结合对部分学生的访谈,发现高中生英语学习的工具性动机占有主导地位,动机的强弱与高中生英语学习水平的高低、性别的差异以及价值观等因素相关。因此,文章提出了要重视人文性教育,把意义的教育内化于应试的教育之中,实现人文性与工具性的结合,以激发和强化高中生的英语学习动机,提高高中生的英语学习水平。  相似文献   

论宋人结集动因     

王晓东 《衡水学院学报》2011,13(5):70-72

宋代是结集活动发展的重要时期。宋人结集活动活跃的原因,包括:宋代印刷业的繁荣,宋代文人地位提高,政治因素,受人之托和为了广泛流传,等。以上几点都促进了结集活动的兴盛。  相似文献   

美学教育在小学英语教学中的渗透     

赵佼 《太原大学教育学院学报》2011,29(1):118-120

在小学英语教学中渗透美育,既可以激发学生学习的内部动机,还可以让学生的人格在学习中得以完善。文章还提出了实现美育渗透的途径,即从英语的韵律美、形式美、意义美和文化美四个方面挖掘英语的内在美,此外还要不断优化教师的教学语言。  相似文献   

大学生网络交往动机与网络行为特点关系研究综述     

李晓东  崔丽娟 《安徽科技学院学报》2011,25(1):104-106

大学生已成为网络交往的主力军,网络深刻地影响着大学生的学习、生活及行为方式。本文试图通过对国内外有关大学生网络交往动机与网络行为特点及其关系的研究成果做一综述性的介绍,以期推动研究进展。  相似文献   

行动导向教学法对激发五年制高职学生学习动力的作用     

周婷 《太原大学教育学院学报》2011,(3):25-27

目前五年制高职院校学生综合素质低、学习动力缺乏、学习兴趣淡薄,这成了五年制高职教育提高人才培养质量的制约因素。如何搞好教学改革、激发高职学生的学习动力就成为一个重要课题。文章从行动导向教学法的内涵、特点、应用等方面展现其对学生学习动力激发的巨大作用,以此展示行动导向教学改革将带来高职教育前所未有的崭新面貌。  相似文献   

浅析高中生英语阅读自我概念和成就动机的提高     

王建梅 《太原大学教育学院学报》2011,29(4):116-118

文章分析影响高中生英语阅读的情形,探讨提高高中生英语阅读的自我概念和成就动机技巧,目的在于帮助学生克服英语阅读障碍,使其逐步养成良好的阅读习惯,走出阅读误区,从而不断提高英语阅读能力.  相似文献   

Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions     

Andreas Gegenfurtner 《Educational Research Review》2011,6(3):153-168

This meta-analysis (148 studies, k = 197, N = 31,718) examined the relationship between motivation and transfer in professional training. For this purpose, motivation was conceptualized in the following nine dimensions: motivation to learn, motivation to transfer, pre- and post-training self-efficacy, mastery orientation, performance orientation, avoidance orientation, expectancy, and instrumentality. Population correlation estimates ranged between −0.11 and 0.52. Three moderator effects were estimated. First, correlations were higher when the training focused on declarative and self-regulatory, rather than on procedural, knowledge. Second, learner-centered environments tended to show greater numbers of positive correlations than did knowledge-centered environments. Third, when compared with external, supervisory, or peer assessment, self-assessment of transfer produced upwardly biased population estimates irrespective of the transfer criterion. These findings are discussed in terms of their implications for theories of training effectiveness and their significance for the practice of training evaluation.  相似文献   

Pride as moral motive: moral pride and prosocial behaviour / El orgullo como motivación moral: orgullo moral y conducta prosocial     

Itziar Etxebarria  María-José Ortiz  Pedro Apodaca  Aitziber Pascual  Susana Conejero 《Infancia y Aprendizaje》2015,38(4):746-774

Moral pride, namely the pride generated by morally positive behaviour, can foster prosocial behaviour. To demonstrate this, two quasi-experimental studies were conducted with nine- to 11-year-old children. Study 1 analysed the effect of the pride felt after engaging in prosocial behaviour, in four classrooms from two different schools (N = 94). Study 2 analysed the effect of the pride generated by the evocation of a past example of one’s own prosocial behaviour, in four classrooms from another school (N = 77). The hypothesis was supported in Study 1 but not in Study 2. Interesting correlations were found between dispositional moral pride (measured using a scale designed ad hoc) and other relevant variables in the moral field: intention to engage in prosocial behaviour, habitual prosocial behaviour and dispositional empathy. In general, these studies attest to the importance of moral pride, both dispositional and that felt in a specific situation, in moral life.  相似文献   

Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique,Chile, Portugal,and Spain     

Pedro Rosário  José Carlos Núñez  Luisa Trigo  Carina Guimarães  Estrella Fernández  Rebeca Cerezo 《高等教育研究与发展》2015,34(1):173-187

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.  相似文献   

Science adjustment,parental and teacher autonomy support and the cognitive orientation of science students     

Tomas Jungert  Richard Koestner 《教育心理学》2015,35(3):361-376

Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers’ autonomy support and systemising were significantly positively related to motivation, self-efficacy and achievement over time, while parental support for autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental autonomy support to motivation and self-efficacy was moderated by systemising. This is the first study to demonstrate that autonomy support may be especially helpful for individuals with an intrinsic disposition in a domain.  相似文献