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

本研究旨在探讨国中学生在新课程下学习动机的变化与教师课堂改进的关系。2010年和2011年入学的两批学生及其教师参加了这项小组研究。采用分层线性回归模型，对学生数学工具性动机的两年变化和教师课堂改进效果的斜率和截距进行了分析。结果表明，改进班学生的学习动机总体上呈下降趋势，动机水平高的学生的学习动机总体上呈上升趋势，改进班学生的工具性动机总体上呈上升趋势。

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.