学习动机与教师课堂行为的学生感知对初中聋生学习策略的影响被引量：5

On the Relationship Between Hearing-Impaired Lower Secondary School Students' Learning Strategies and Their Perception of Teachers' Class Behavior

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摘要本研究选取初中聋生194名,采用问卷法,考察初中聋生学习策略、学习动机和教师课堂行为感知水平,并探讨其学习动机与教师课堂行为感知各因素对学习策略的影响。结果表明:(1)初中聋生在学习策略、学习动机和教师课堂行为感知上的性别差异均不显著;(2)初中聋生在学习策略中的元认知策略得分显著低于社会性策略和认知策略得分,在学习动机的内部热衷性上得分显著高于内部挑战性得分,外部奖赏得分显著高于外部认可得分,在教师课堂感知的支持性行为和教师高期望上得分均显著高于消极反馈得分。(3)学习动机和教师课堂行为感知对初中聋生学习策略影响显著,首先,在元认知策略上,内部挑战性动机、内部热衷性动机和支持性帮助行为感知的预测效果显著;其次,在认知策略上,外部奖赏动机、内部热衷性动机、内部挑战性动机和支持性帮助行为感知的预测效果显著;在社会性策略上,内部挑战性动机、内部热衷性动机、支持性帮助行为感知和消极反馈行为感知的预测效果显著。 This study,by using questionnaires,aims to conduct a survey of 194 hearing-impaired lower secondary school students,and explore the effect that their learning motivation and perception of their teachers＇ class behavior have on their learning strategies.The results show the following：（1） The students show no significant gender difference in their learning strategies,learning motivation,and perception of their teachers＇ class behavior.（2） In terms of learning strategies,the students score significantly lower on meta-cognitive strategies than on social and cognitive strategies;in terms of learning motivations,they core significantly higher on internal enthusiasm than on internal challenges,and significantly higher on external rewards than on external recognition;in terms of their perception of their teachers＇ class behavior,their teachers＇ supportive behavior and high expectations score significantly higher than their negative feedback.（3） The students＇ learning motivations and their perception of their teachers＇ class behavior have a significant effect on their learning strategies.First,in terms of meta-cognitive strategies,their motivations for internal challenges,internal enthusiasm,and perception of their teachers＇ supportive behavior show a significantly predictive effect;second,in terms of cognitive strategies,their motivations for external rewards,internal enthusiasm,internal challenges and perception of their teachers＇ supportive behavior show a significantly predictive effect;in terms of social strategies,their motivations for internal challenges,internal enthusiasm,perception of their teachers＇ supportive behavior,and perception of negative feedback show a significantly predictive effect.

作者程黎赵晓桥王东升刘发茂李智玲洪国慧

机构地区北京师范大学特殊教育研究所北京启喑实验学校乌鲁木齐市聋人学校

出处《中国特殊教育》 CSSCI 北大核心 2012年第4期36-43,共8页 Chinese Journal of Special Education

关键词初中聋生学习策略学习动机教师课堂行为感知 hearing-impaired lower secondary school students learning strategy learning motivationperception of teachers＇ class behavior

分类号 G762 [文化科学—特殊教育学]