本文選題：河南省農(nóng)村 + 中學(xué)生��； 參考：《河南師范大學(xué)》2015年碩士論文

【摘要】：進(jìn)入21世紀(jì)以來,隨著自然科學(xué)的迅猛發(fā)展,生物科學(xué)領(lǐng)域也取得了許多前所未有的重大突破和重要成就,提高每位公民的生物科學(xué)素養(yǎng)勢在必行。同時(shí),新課程改革背景下,全新的課程理念力圖改變學(xué)生的學(xué)習(xí)方式,倡導(dǎo)學(xué)生積極主動(dòng)地參與到課堂教學(xué)中,旨在培養(yǎng)中學(xué)生自主學(xué)習(xí)的能力。其中,生物學(xué)習(xí)動(dòng)機(jī)是引發(fā)學(xué)生自主并持續(xù)地發(fā)生學(xué)習(xí)行為的內(nèi)部動(dòng)力,影響著學(xué)生學(xué)習(xí)的效率和持續(xù)性。河南省作為一個(gè)農(nóng)村人口眾多的教育大省,新課程改革的實(shí)施已長達(dá)七年之久,其教育問題值得重視。同時(shí),生物作為河南省中學(xué)生必修的基礎(chǔ)學(xué)科之一,有必要了解當(dāng)前農(nóng)村中學(xué)生生物學(xué)習(xí)動(dòng)機(jī)的現(xiàn)狀,并在此基礎(chǔ)上提出激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)動(dòng)機(jī)的具體策略,從而實(shí)現(xiàn)中學(xué)生生物學(xué)習(xí)動(dòng)機(jī)的優(yōu)化。本研究以河南省農(nóng)村中學(xué)生為調(diào)查對(duì)象,以學(xué)習(xí)動(dòng)機(jī)理論中的需要層次理論和歸因理論為指導(dǎo),采用文獻(xiàn)分析法、問卷調(diào)查法以及個(gè)人訪談法等研究方法對(duì)當(dāng)前河南省農(nóng)村中學(xué)生生物學(xué)習(xí)動(dòng)機(jī)現(xiàn)狀及影響因素進(jìn)行調(diào)查研究。筆者從位于河南省不同區(qū)域且經(jīng)濟(jì)發(fā)展水平相當(dāng)?shù)霓r(nóng)村共選取了10所中學(xué),分別從初中段七、八年級(jí)以及高中段一、二、三年級(jí)各隨機(jī)抽取兩個(gè)班級(jí)發(fā)放調(diào)查問卷,共收集有效問卷2364份,并從樣本中選取動(dòng)機(jī)強(qiáng)度不同的學(xué)生共20名進(jìn)行個(gè)人訪談。對(duì)調(diào)查所得數(shù)據(jù)和結(jié)果采用SPSS20.0簡體中文版和EXCEL相關(guān)軟件進(jìn)行處理分析,得出以下結(jié)論:新課程改革背景下,河南省農(nóng)村中學(xué)生生物學(xué)習(xí)動(dòng)機(jī)整體強(qiáng)度一般,內(nèi)部動(dòng)機(jī)顯著高于外部動(dòng)機(jī)。其中,初中生內(nèi)部動(dòng)機(jī)顯著高于外部動(dòng)機(jī),高中生內(nèi)部動(dòng)機(jī)和外部動(dòng)機(jī)無顯著差異。中學(xué)生生物學(xué)習(xí)動(dòng)機(jī)在學(xué)段、性別上無顯著差異;初中生內(nèi)部動(dòng)機(jī)高于高中生,但差異不顯著;初中生外部動(dòng)機(jī)低于高中生,且差異顯著。內(nèi)部動(dòng)機(jī)和外部動(dòng)機(jī)在性別差異上均不顯著。河南省農(nóng)村中學(xué)生生物學(xué)習(xí)動(dòng)機(jī)總體上呈現(xiàn)出隨年級(jí)的增加先減弱后增強(qiáng)的發(fā)展趨勢。內(nèi)部動(dòng)機(jī)逐漸減弱最后趨于平穩(wěn),外部動(dòng)機(jī)則逐漸增強(qiáng)。在影響因素各維度中,師生關(guān)系、生物教師維度上的平均得分較高,而在需要層次、價(jià)值觀、家長支持、生物學(xué)風(fēng)以及歸因方式維度上平均得分較低。初中生在安全層次上的需求顯著低于高中生,在其它需要層次上無顯著差異。在影響因素各維度的差異上,其中初中生在家長支持和生物學(xué)風(fēng)上的平均得分顯著低于高中生,在其它維度上初中生與高中生無顯著差異。針對(duì)以上研究結(jié)論,筆者對(duì)河南省農(nóng)村中學(xué)生物教學(xué)提出了以下幾點(diǎn)優(yōu)化策略:注重高中段學(xué)生外部動(dòng)機(jī)的內(nèi)化,加強(qiáng)初高中生物教學(xué)的銜接,構(gòu)建生物學(xué)習(xí)共同體,提高家長對(duì)生物學(xué)習(xí)的關(guān)注度,推進(jìn)農(nóng)村中學(xué)生生物學(xué)風(fēng)建設(shè)。旨在優(yōu)化農(nóng)村中學(xué)生生物學(xué)習(xí)動(dòng)機(jī),提高中學(xué)生課堂學(xué)習(xí)效率,推進(jìn)當(dāng)前素質(zhì)教育改革的步伐。
[Abstract]:Since the 21st century, with the rapid development of natural science, the field of biological science has also made many unprecedented major breakthroughs and important achievements, it is imperative to improve the biological science literacy of every citizen. At the same time, under the new curriculum reform background, the brand-new curriculum idea tries to change the student's study way, advocates the student to participate actively in the classroom teaching, aims at the cultivation middle school student's independent learning ability. Among them, the motivation of biological learning is the internal motive force that causes students to learn independently and continuously, and affects the efficiency and sustainability of students' learning. Henan Province, as a large province with large rural population, has been implementing the new curriculum reform for seven years, and its educational problems are worthy of attention. At the same time, biology is one of the basic subjects required by middle school students in Henan Province. It is necessary to understand the current situation of biology learning motivation of middle school students in rural areas, and on this basis put forward specific strategies to stimulate and cultivate students' learning motivation. In order to achieve the optimization of students' biological learning motivation. This research takes the rural middle school students in Henan Province as the research object, takes the need level theory and the attribution theory in the learning motivation theory as the instruction, adopts the literature analysis method. The present situation and influencing factors of biological learning motivation of rural middle school students in Henan Province were investigated by questionnaire and personal interview. A total of 10 middle schools were selected from rural areas in different regions of Henan Province with similar economic development level, and two classes were randomly selected from the seventh, eighth and third grades of junior middle school to distribute questionnaires. A total of 2364 valid questionnaires were collected and 20 students with different motivation intensity were selected from the sample for personal interviews. The data and results are analyzed by SPSS 20.0 simplified Chinese version and excel software, and the following conclusions are drawn: under the background of the new curriculum reform, the overall intensity of rural middle school students' biological learning motivation in Henan Province is general. Internal motivation is significantly higher than external motivation. Among them, the internal motivation of junior high school students is significantly higher than that of external motivation, and there is no significant difference between internal motivation and external motivation of senior high school students. There is no significant difference in the learning motivation of middle school students. The internal motivation of junior high school students is higher than that of high school students, but the difference is not significant; the external motivation of junior high school students is lower than that of high school students, and the difference is significant. Internal motivation and external motivation are not significant in gender differences. Rural middle school students' biological learning motivation in Henan Province showed a tendency of weakening first and then strengthening with the increase of grade. Internal motivation gradually weakened and finally tended to steady, while external motivation gradually increased. In each dimension of influencing factors, the average score of teacher-student relationship and biology teacher dimension is higher, but the average score is lower in need level, values, parental support, biological wind and attribution style. The demand of junior middle school students at safety level is significantly lower than that of high school students, but there is no significant difference in other needs levels. The average scores of parents' support and biology style of junior middle school students were significantly lower than those of high school students, but there was no significant difference between junior high school students and high school students in other dimensions. In view of the above conclusions, the author puts forward the following optimization strategies for biology teaching in rural middle schools in Henan province: pay attention to the internalization of students' external motivation in senior middle school, strengthen the cohesion of biology teaching in middle and high schools, and construct biological learning community. Parents should pay more attention to biology study and promote the construction of biology study style of middle school students in rural areas. The aim of this paper is to optimize the motivation of biology learning of middle school students in rural areas, to improve the efficiency of classroom learning of middle school students, and to promote the reform of quality education.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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本文編號(hào)：2076432