Relationship between junior high school students'motivational change and teachers' lesson improvement corresponding to the revised national curriculum.

摘要本研究旨在探讨初中生动机改变与教师因应国家课程修订而进行的课程改善之关系。本小组研究以2010年和2011年入学的两组学生及其老师为研究对象。采用层次线性回归模型对学生两年数学工具动机的变化和教师课堂改进效应的斜率和截距进行了分析。结果表明，与去年相比，改进课的数量有所减少，高动机学生的学习动机更高，并且改进班学生的工具动机平均更高。

The purpose of this study is investigating the relationship between junior high school students' motivational change and teachers' lesson improvement corresponding to the revised national curriculum. Two cohort of student enrolled from 2010 and 2011 and their teachers participated in this panel study. Hierarchical linear regression model that estimates students’ two-year change of instrumental motivation for mathematics and teachers’ lesson improvement effects on the slope and intercept was analyzed. The result suggested that more improved lesson than last year was decrease the tendency that higher motivated student’s proceeding motivation is higher, and the instrumental motivation of students belonged to the improved class was higher on average.