新课程新理念     

黄锦刚 《保山师专学报》2002,21(4):59-64

《新目标英语》的问世，给我们广大英语教师提出了新的挑战，面对新一轮的教材、新的课程标准，教师应该持什么样的心态对《新目标英语》施教？又怎样更好地贯彻这次教材改革的精神，理解和把握课程标准（即大纲），从而调整英语课堂形态，对自己或他人的课堂行为进行反思。  相似文献   

射击运动员的成就动机特点分析   总被引：2，自引：0，他引：2  

郝芳  刘淑慧 《首都体育学院学报》2003,15(2):88-91

运用问卷测量法调查了全国11个队的1064名射击运动员的成就动机水平。主要的结果表明，男射击运动员比女射击运动员更注重任务学习；与初级射击运动员相比，高级射击运动员更注重任务的学习，而比较少地关注成绩；年龄大的运动员更注重对任务的学习，表现在态度、行为等各个方面；不同枪种的射击运动员在学习定向维度上存在差异。  相似文献   

提高学生耐力素质的实验研究     

赵燕鹰  张东生 《福建体育科技》2004,23(2):48-49

文章根据运动心理学、运动生理学和运动训练法的基本原理,在体育课上设计了四种不同教学方法,进行实验研究,并收到了良好的教学效果。  相似文献   

运动心理学领域中目标取向理论的研究与应用   总被引：3，自引：1，他引：2  

郝芳 《首都体育学院学报》2002,14(2):88-90

目标取向理论是研究个体在成就情景中的动机和行为的理论。国内外大量研究资料表明，任务取向与自我取向在运动情景中存在，并且与行为有密切相关，同时还影响到运动员的道德、认知、情感及其它心理领域。  相似文献   

Achievement goals,efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases     

Jeanne M. Friedel  Kai S. Cortina  Julianne C. Turner  Carol Midgley 《Contemporary educational psychology》2007

This study examines children’s perceptions of the achievement goals parents and teachers emphasize for them in mathematics, and the relation of these goals to children’s personal achievement goals, self-efficacy beliefs, and coping strategies. Results indicated that children’s perceptions of both parent and teacher mastery and performance goal emphases predicted children’s personal goals. Further, children’s personal goals mediated the relation between perceived parent and teacher goal emphases and children’s efficacy beliefs and coping strategies. Children’s perceptions of parent and teacher emphasis on performance goals varied slightly by gender but not ethnic background, whereas variance across groups in perceptions of mastery emphases did not reach practical significance. Relations between goal perceptions, personal goals, efficacy and coping strategies also did not vary by gender or ethnic background. Implications for future research regarding the goals children perceive to be emphasized in home and school contexts, and their importance for children’s adaptive beliefs and behaviors in mathematics, are discussed.  相似文献   

Self-regulated learning by writing learning protocols: Do goal structures matter?     

《Learning and Instruction》2021

Having students write learning protocols is an established follow-up task to course work that elicits processes of self-regulated learning. To date, a wealth of research has focused on optimizing the learning protocol task itself by integrating instructional support measures such as prompts. By contrast, research that focuses on optimizing the context in which learning protocol writing is embedded is widely missing. In the present study, we approached this gap by focusing on the role of the contextual factor goal structure. Specifically, in an experiment with N = 166 high school students we tested whether embedding the learning protocol task in a mastery goal structure would be more beneficial than embedding it in a performance goal structure. The mastery goal structure fostered metacognitive processes, learning outcomes, and learning efficiency. We conclude that considering contextual factors such as the goal structure is crucial for understanding and optimizing the effects of learning protocols.  相似文献   

Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences     

《Learning and Instruction》2021

Although teacher motivation is posited to matter for students' learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers' achievement goals and self-efficacy for students' learning experiences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers' motivations at the semester start, and students' course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicated favorable associations for teachers' self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students' learning experiences weekly regarding 828 specific course sessions. Additionally, we included teachers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and illuminates the importance of their specificity.  相似文献   

大学生文化素质教育目标初探     

罗永忠 《贵州教育学院学报》2005,21(1):19-21,46

大学生文化素质教育目标是指大学生通过努力能够达到的相对理想的文化素质水平及其质量标准。在法律依据和理论依据的基础上，大学生文化素质教育目标可以界定为总目标和具体目标两部分。  相似文献   

When Mastery Goals Meet Mastery Learning: Administrator,Teacher, and Student Perceptions     

Alyssa Emery  Lynley H. Anderman  Shirley L. Yu 《Journal of Experimental Education》2018,86(3):419-441

Few studies have examined the impact of mastery learning on mastery goal structures or even on students’ motivation more generally. In this study, we examined one middle school that implemented a schoolwide mastery learning system, conducting interviews with a sample of administrators (n = 3), teachers (n = 4), and students (n = 9) to determine how the system was envisioned by the school leadership, implemented by the teaching staff, and perceived by the students. We used deductive qualitative analysis (DQA) to determine visions, practices, and perceptions aligned with achievement goal theory. Results indicated that evaluation practices have the greatest potential to undermine other positive motivational impacts of mastery learning–based instruction. Implications and transferability for research and practice are discussed.  相似文献   

高职院校应着力培养学生的“吃苦”精神     

彭汉庆 《孝感职业技术学院学报》2008,11(4):90-92

高职教育的培养目标决定了必须把培养学生“吃苦”精神放在重要地位。文章论述了高职院校培养高职生“吃苦”精神的必要性,提出了培养学生“吃苦”精神的具体措施。  相似文献