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The Relationship of Teaching Behavior to Pupiles' Motivation to Learn

教学行为与学生学习动机的关系

基本信息

批准号：
59580176
负责人：
BABA Michio
金额：
$ 1.34万
依托单位：
IBARAKI UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1984
资助国家：
日本
起止时间：
1984 至 1986
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-59580176/
关键词：
Teaching-learning process Motivation to learn Analysis of classroom teaching Pre- and post-test Rating scale VTR Self-determination 教授法

项目摘要

This research was designed to investigate what kinds of teaching behabior facilitate students' motivation in classroom teaching. Ninety five classes were observed and video-recorded in the attached juior high school and elementary school in 1984. The protocoles of the observation were analysed by an category system which consist of 16 cognitive-and managing-skill categories on teaching-learning processes. Afer the class, pupils were given sheets of rating scales and assessed on their satisfaction with the instructions.And also pre- and post-tests were given them to evaluate instructions.It appeared that teachers' verbal praises and comments be to facilitate pupulis' motivation and/or activation on classroom learning.In 1985-1987, fourteen experimental researches on teaching-learning processes were conducted to ascertain the comparative effectiveness of teaching methods on the pupuls' motivation to learn. The effects of self-determination, self-selection,and teacher-determination (expository teaching) were compared on pupils' motivation in their classroom learning. It was found that their motivation in the class of self-determination was higher than that of the other two classes, but the former performance was inferior to that of the latter at the post-test,and it took time longer to teach the same matter as the latter. In addition,it seemed that the manipulation of some objects makes their learning more active particularly in younger grade classes. It was concluded that the self-dertermination on learning tasks has some facilitating effects, but also the method has some distacting effects. We should seek some optimal control of classroom learning.An aptitude test for learning was administered to the pupils. It was hypothesized that the matched instruction for their aptitutes would result in better performance and higher motivation, but the conclusive evidence of that could not be found.

本研究旨在探讨在课堂教学中，什么样的教学行为能促进学生的学习动机。1984年在附属初中和小学共观察和录像了95个班级。观察的协议进行了分析的类别系统，其中包括16个认知和管理技能类别的教学过程。在课堂教学结束后，学生们被给予了一份评价量表，并对他们对课堂教学的满意度进行了评估。同时，他们也被给予了前测和后测来评估课堂教学。教师的口头表扬和评论似乎有助于学生的课堂学习动机和/或激活。1985-1987年，本研究进行了十四项教学过程的实验研究，以比较不同教学方法对小学生学习动机的影响。本研究比较了自我决定、自我选择和教师决定（临时教学）对小学生课堂学习动机的影响。结果发现，自主课的学习动机高于其他两个班，但在后测中，自主课的学习动机表现不如后测，且自主课的教学时间比后测长。此外，似乎操纵一些物体使他们的学习更加活跃，特别是在低年级班级。研究结果表明，自我决定学习任务具有一定的促进作用，但也存在一定的干扰作用。我们应该寻求对课堂学习的最佳控制。对学生进行了学习能力倾向测试。本研究假设，针对他们的能力倾向，进行适当的教学，会使他们有更好的表现和更高的动机，但没有找到确凿的证据。