| 面向STEM教学过程的学习动机序列模型建构与应用 |
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| 引用本文： | 涂涛,张煜明.面向STEM教学过程的学习动机序列模型建构与应用[J].现代远程教育研究,2021(2). |
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| 作者姓名： | 涂涛 张煜明 |
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| 作者单位： | 西南大学西南民族教育与心理研究中心;西南大学新媒体研究所;西南大学教育学部 |
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| 基金项目： | 教育部-中国移动科研基金项目“构建‘互联网+’条件下的新型课堂教学模式创新实证研究--以宁夏银川唐徕回民中学西校区为案例”(MCM20180602)。 |
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| 摘 要： | 当前我国STEM教学中普遍存在课程设计粗线条化、缺少足够的教学支架、无法满足学生完成探究过程等问题。造成这些问题最为核心的原因是STEM教学设计过程中没有充分考虑如何激发学习者的学习动机。STEM教学所强调的自主、合作、探究的"做中学"学习方式和注重跨学科、情境、体验、参与的特色,有助于激发学习者多个层面的学习动机,从而提升STEM教学效果。基于STEM教学过程模式、学习动机相关理论以及动机层次模型,通过归纳演绎构建的面向STEM教学过程的学习动机序列模型,包括教学目标/结果层、教学活动层、教学干预/策略层三层结构,通过每层核心要素的横向推进以及层与层之间的纵向转化,最终指向STEM学习动机的激发。该模型的特色体现在,从情境、语境和全局三个层次划分了学习动机,并指出在各教学环节可以通过不同的教学活动设计来激发不同类型的学习动机,且情境、语境和全局动机之间存在双向循环递归关系。案例分析结果表明,该模型有助于指导教师更好地在STEM教学中激发学习者的多层学习动机。
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| 关 键 词： | STEM 学习动机 动机层次模型 案例分析 |
Construction and Application of Learning Motivation Sequence Model for STEM Teaching Process |
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| TU Tao,ZHANG Yuming.Construction and Application of Learning Motivation Sequence Model for STEM Teaching Process[J].Modern Distance Education Research,2021(2). |
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| Authors: | TU Tao ZHANG Yuming |
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| Abstract: | At present,there are many problems in STEM teaching in our country,such as the simple and rough curriculum design,the lack of teaching support,and the inability to satisfy students to complete the inquiry process.The core reason for these problems is that the STEM instructional design process did not fully consider how to stimulate learners’learning motivation.STEM teaching emphasizes"learning by doing"learning method which is independent,cooperative and inquiring and attaches importance to the characteristics of interdiscipline,context,experience and participation.It helps to stimulate learners’learning motivation at multiple levels,thereby enhancing the effect of STEM teaching.Based on the support of the STEM teaching process model,theories about learning motivation and hierarchy model of motivation,the learning motivation sequence model for the STEM teaching process is constructed through induction and deduction,including three layers,the teaching goals and results layer,the teaching activity layer,and the teaching intervention and strategy layer.And through the horizontal advancement of the core elements of each layer and the vertical transformation between layers,it ultimately stimulates the motivation of STEM learning.The characteristics of the model are reflected in the classification of learning motivation from three levels of situation,context and global situation.Theses different types of learning motivation can be stimulated by different teaching activities in each teaching link,and there is a two-way recursive relationship between the situational,contextual and global motivations.The case analysis results show that the model helps instruct teachers to better stimulate learners’multi-layered learning motivation in STEM teaching. |
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| Keywords: | STEM Learning Motivation Hierarchy Model of Motivation Case Analysis |
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