Effects of integrated instruction on motivation and strategy use in reading
Effects of integrated instruction on motivation and strategy use in reading
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DOI：
10.1037/0022-0663.92.2.331
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发表时间：
2000-06-01
影响因子：
4.9
通讯作者：
VonSecker, C
中科院分区：
文献类型：
--
作者：
Guthrie, JT;Wigfield, A;VonSecker, C
教学情境对内在动机和外在动机的影响已经通过各种各样的研究进行了检验。这个准实验比较了接受旨在增加内在动机的教学干预的学生和接受传统教学的学生。概念导向阅读教学（CORI）将阅读和语言艺术与科学探究相结合。它强调学习目标、现实世界的互动（动手科学活动）、能力支持（策略指导）、自主支持（自主学习）和协作。传统课堂具有相同的内容目标和可比较的教师，但不同的教学方法。在CORI教室学习的孩子比在传统教室学习的孩子在动机方面得分更高，好奇心的效应值为1.94，策略使用的效应值为1.71。在认知和竞争方面发现了年级差异。结果显示，课堂情境的建构可以对动机结果产生积极的影响。
Effects of instructional context on intrinsic and extrinsic motivation have been examined with a variety of studies. This quasi experiment compared students receiving an instructional intervention designed to increase intrinsic motivation with students receiving traditional instruction. Concept-oriented reading instruction (CORI) integrated reading and language arts with science inquiry. It emphasized learning goals, real-world interaction (hands-on science activities), competence support (strategy instruction), autonomy support (self-directed learning), and collaboration. Traditional classrooms had the same content objectives and comparable teachers but different pedagogy. Children in CORI classrooms scored higher on motivation than did children in traditional classrooms, with effect sizes of 1.94 for curiosity and 1.71 for strategy use. Grade-level differences were found for recognition and competition. The results show that classroom contexts can be constructed to influence motivational outcomes positively.