中小学生学习动机与学业绩效关系研究(2)
2013-07-03 01:06
导读：4.中小学生学习动机发展阶段性差异的原因。学习动机作为直接推动学生进行学习活动的内部心理动力，表现的是学生复杂而有规律的的心理现象和机制。
4.中小学生学习动机发展阶段性差异的原因。学习动机作为直接推动学生进行学习活动的内部心理动力，表现的是学生复杂而有规律的的心理现象和机制。如：中小学生生理、心理发展成熟的程度、水平及规律等。第一，从我国青少年思维发展的特点来看，已有研究表明[4]，我国小学生思维发展“随年级的增高及不同性质的智力活动而发展变化”，“小学生思维发展的关键年龄，一般在四年级（10-11岁），或确切点说是三至五年级之间”。第二，从我国青少年意志发展特点来看，小学生意志的自觉性、独断性、果断性是低水平的，意志品质的发展是不稳定的，“小学三年级迅速呈下降趋势，……四、五年级出现增强现象”。因此，我们认为，小学生学习动机发展的波动规律也反映了小学生思维及意志发展的特点和规律。
三、教育建议
学习动机作为推动学生进行学习活动的内部心理动力，学习动机的形成和发展受环境和教育及中小学生自身等诸多因素的影响和制约。中小学生学习动机与学业绩效的关系具有显著正相关。同时，学习动机是可以教育和培养的。根据本研究结果，提出了相关教育建议。
小学阶段：认知内驱力、自我提高内驱力、附属内驱力以及学习动机在学生学习活动中的表现力最强，因此，要注意保护和充分发挥他（她）们已有的动机。
初中阶段：一是提高中学生对学习价值的认识，引导他们对学习的正确理解；二是注意在教学情境中利用各种资源激发他们对学习的兴趣，使他们自觉主动地学习；三是关注学生学习动机的分化，针对学生的个别差异，激发学生的学习能力感。
高中阶段：针对高中学生学习动机会受更多的更复杂的因素影响，如升学与
就业、社会交往以及来自各方面的学习压力会更大，因此，提高高中学生的抱负水平，激发学习动机；引导高中学生专心致至学习，不受外界干扰，维持学习动机；激励他（她）们对学习的自信心，做到学习有目标、有计划。这是激发他（她）们的学习动机，提高其学业绩效的有效途径。
（转载自科教范文网http://fw.nseac.com）
同时，“隔代教育”现象不只是农村学生教育的问题，而应成为学校教育以及全社会共同关注的问题。
关键词：中小学生 学习动机 动机驱力理论 学业绩效
Abstract
Learning motivation refers to an internal drive, which directly promotes students’ learning. It is also a need to stimulate and guide students’ learning. The academic achievement means the students’ learning results and proficiency.
Among the teaching practices in middle and primary schools, the families, schools and society are more and more concerned with how to stimulate the students’ learning motivation, improve their academic achievements and promote an all-round development. This thesis, based on the theories of learning motivation, studies the characteristics of the students’ learning motivation in middle and primary schools. It also studies the relationship between the characteristics of learning motivation and the students’ academic achievements and the development law as well. Furthermore, it puts forward some suggestions for education. This study is of much help for teaching practices in middle and primary schools, effectively stimulating the students’ learning motivation and improving their academic achievements. It is also of help for attracting the attention of the families and the whole society towards the learning of students in middle and primary schools. It is of both theoretical value and important significance of reality.
It is a very important topic in pedagogy and psychology to study the relationship between the students’ learning motivation and their academic achievements. Taking an overview of such studies both at home and abroad, most of the studies, based on one learning motivation theory, attempt to discuss the relationship between the students’ learning motivation and their learning results, from a variety of dimensions, perspectives and backgrounds of learning motivation. Such research results have provided a very good basis and perspectives for further studies.
（转载自http://zw.ＮＳＥaＣ.com科教作文网）
D. P. Ausubel’s learning motivation theory, which is strongly systematic, integrating and practical, has “properly outlined the three drives of students’ learning”[1]. Ausubel points out: “The achievement drive in the school context generally includes at least three internal drives, namely cognitive drive, ego-enhancement drive and affiliative drive.”[2] Cognitive drive means a need eager to learn, understand and grasp the knowledge, and to state and solve the problems. Ego-enhancement drive is a need to win the position in society by the means of self-effort to learn and have made some achievements. Affiliative drive refers to the need to win parents or teachers’ praise through students’ own effort to achieve good academic records. Ausubel further notes that the three above drives changes with the students’ ages, sexes, nationalities and personality structure.
Domestic scholars have conducted researches of D. P. Ausubel’s learning motivation theory (such as “assimilation”, “anticipating organizer” and “meaningful learning”) in the field of pedagogy. However, no researches of substantial evidence have been found in the discussion of the characteristics of the students’ learning motivation, the development law and its relationship by applying Ausubel’s theory of learning motivation drive. Therefore, this study is an attempt of integrating the scholars’ previous researches of learning theories as well as an exploration of the substantial evidence to discuss the relationship between Ausubel’s theory of learning motive and middle schools and primary school students’ academic achievements.
