摘要
在对样本班级定量和定性数据分析的基础上,对10名来自不同年级自我认同动机退化比较明显的学生进行了1年的诊断式案例研究。问卷调查和课堂观察发现认知局限、学习焦虑、期望落差、同伴影响等因素直接导致学习动机退化,而教师的言语行为、情感关注和学业指导对学生动机退化的预防和干预有显著作用。学生的自述内省表明师生的密切良性互动和案例分享可以让学生在自我心理调适、学习注意力、目标坚持性和动机强度等方面取得不同程度的进步。
Based on previous qualitative and quantitative study of sample classes,the research team has accomplished one year diagnostic case study on 10 students with typical symptoms of learning demotivation.The research finds that such factors as self-cognition limitation,learning anxiety,expectation gap and peer pressure tends to cause learning demotivation,whereas the teachers’verbal behavior,effect encouragement and academic guide has played great role in preventing learning demotivation.Students’account of introspection shows that interactive class activity and learning model sharing helps to enhance students’ability in adjusting leaning attention,mental persistence and motivation strength.
作者
杨楠
YANG Nan(Foreign Language Department of Jining University,Qufu 273155,China)
出处
《济宁学院学报》
2020年第5期46-49,55,共5页
Journal of Jining University
基金
山东省社科规划外语研究专项“教师多模态课堂话语与外语学习动机相关性的实证研究”(18CWZJ45)。
关键词
学习动机
诊断性案例
动机退化
learing motive
diagnostic case
learning demotivation
