通用技術課運用ARCS動機設計模式激發(fā)學生學習動機策略的研究
發(fā)布時間：2018-12-20 06:31
【摘要】：隨著時代的發(fā)展,技術對人們的影響日益增強,人們技術素養(yǎng)的高低直接影響著他們的生活。對學生進行技術教育是提升其技術素養(yǎng)的基礎,通用技術是一門以提高學生的技術素養(yǎng)、促進學生全面發(fā)展為基本目標的課程。學生在通用技術課程方面的學習,對其技術理論的豐富、技術能力的提升以及技術應用意識的增強都有著重要作用。眾所周知,要想讓學生主動、有效地學習,積極地參與和探索一門課程關鍵是要激發(fā)學生的學習動機。然而,由于受現階段課程設置和考試制度的影響,學生學習通用技術課程的學習動機有待進一步提升,因此激發(fā)和維持學生學習通用技術課程的動機便成為通用技術教育的關鍵問題。筆者在分析ARCS動機設計模式的基礎上,閱讀大量的通用技術課程優(yōu)秀教學案例,總結出其中有利于激發(fā)學生學習動機的閃光點,并結合通用技術課程和課堂教學的特點,以ARCS模式為依據提出激發(fā)學生學習動機的策略。本研究提倡在通用技術的課堂教學中應采取創(chuàng)設情境如問題情境、生活情境、任務情境；提供具體的、多層次的、具有明確評價標準的學習目標；以多樣化的形式組織教學；采取多元化的評價方式等策略激發(fā)學生的學習動機。最后筆者結合本研究所提出的動機激發(fā)策略,設計相應的教學案例并實施。本研究選取包含課型較多的“木質筆盒的制作”這一教學項目作為實踐內容,分別將激發(fā)學習動機的策略融于該教學項目的教學設計中,在實施過程中觀察學生的上課狀態(tài),并調查學生的學習動機狀況,明確在這一過程中學生學習動機的變化。本研究中的課堂觀察結果表明,在教學實踐過程中該班級的學生在注意力維持、課堂互動(師生交互或生生交互)、學習任務表現和課堂成就等方面的數據穩(wěn)中有升,學生的學習動機有了一定的提高。問卷調查結果表明,在教學實踐過程中,學生在對教學內容的注意、教學內容與自身的相關性、自己在學習過程中的自信心以及自己在學習過程中的滿意度這四個維度上的動機水平都有一定的提升。課堂觀察和問卷調查結果均表明,在通用技術課堂中實施本研究設計的激發(fā)學習動機的策略有助于提高學生的學習動機。
[Abstract]:With the development of the times, the influence of technology on people is increasing day by day, and the level of people's technical literacy has a direct impact on their lives. Technical education for students is the basis of improving their technical literacy. General technology is a course aimed at improving students' technical literacy and promoting students' all-round development. The study of general technology course plays an important role in the enrichment of technology theory, the enhancement of technical ability and the enhancement of technology application consciousness. As we all know, the key to actively participate and explore a course is to stimulate students' motivation to learn actively and effectively. However, due to the impact of the current curriculum and examination system, students' motivation to study general technology courses needs to be further improved. Therefore, motivating and maintaining students' motivation to study general technology courses has become a key issue in general technology education. Based on the analysis of ARCS motivation design model, the author read a large number of excellent teaching cases of general technology course, summed up the bright spots which are helpful to stimulate students' learning motivation, and combined with the characteristics of general technology curriculum and classroom teaching. On the basis of ARCS model, the strategies to stimulate students' learning motivation are put forward. This study advocates the creation of situations such as problem situations, life situations and task situations in the classroom teaching of general technology, the provision of specific, multi-level learning objectives with clear evaluation criteria, and the organization of teaching in various forms. Adopt a variety of evaluation methods and other strategies to stimulate students' learning motivation. Finally, according to the motivation strategy proposed by this study, the author designs the corresponding teaching case and implements it. In this study, the teaching project of "making wooden pencil box", which contains more class types, is chosen as the practical content. The strategies of motivating learning motivation are integrated into the teaching design of the teaching project, and the students' class status is observed in the course of implementation. And investigate the situation of students' learning motivation and clarify the change of students' learning motivation in this process. The results of classroom observation in this study show that in the course of teaching practice, the students in this class have a steady increase in data in terms of attention maintenance, classroom interaction (teacher-student interaction or student-student interaction), learning task performance and classroom achievement. The students' learning motivation has been improved to a certain extent. The results of the questionnaire survey show that in the process of teaching practice, the students pay attention to the teaching content, the relevance of the teaching content and their own. Self-confidence in the learning process and their satisfaction in the learning process of the four dimensions of motivation levels have a certain improvement. The results of classroom observation and questionnaire survey show that the strategies designed in this study to stimulate learning motivation in general technology classroom are helpful to improve students' learning motivation.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.94
本文編號：2387579
[Abstract]:With the development of the times, the influence of technology on people is increasing day by day, and the level of people's technical literacy has a direct impact on their lives. Technical education for students is the basis of improving their technical literacy. General technology is a course aimed at improving students' technical literacy and promoting students' all-round development. The study of general technology course plays an important role in the enrichment of technology theory, the enhancement of technical ability and the enhancement of technology application consciousness. As we all know, the key to actively participate and explore a course is to stimulate students' motivation to learn actively and effectively. However, due to the impact of the current curriculum and examination system, students' motivation to study general technology courses needs to be further improved. Therefore, motivating and maintaining students' motivation to study general technology courses has become a key issue in general technology education. Based on the analysis of ARCS motivation design model, the author read a large number of excellent teaching cases of general technology course, summed up the bright spots which are helpful to stimulate students' learning motivation, and combined with the characteristics of general technology curriculum and classroom teaching. On the basis of ARCS model, the strategies to stimulate students' learning motivation are put forward. This study advocates the creation of situations such as problem situations, life situations and task situations in the classroom teaching of general technology, the provision of specific, multi-level learning objectives with clear evaluation criteria, and the organization of teaching in various forms. Adopt a variety of evaluation methods and other strategies to stimulate students' learning motivation. Finally, according to the motivation strategy proposed by this study, the author designs the corresponding teaching case and implements it. In this study, the teaching project of "making wooden pencil box", which contains more class types, is chosen as the practical content. The strategies of motivating learning motivation are integrated into the teaching design of the teaching project, and the students' class status is observed in the course of implementation. And investigate the situation of students' learning motivation and clarify the change of students' learning motivation in this process. The results of classroom observation in this study show that in the course of teaching practice, the students in this class have a steady increase in data in terms of attention maintenance, classroom interaction (teacher-student interaction or student-student interaction), learning task performance and classroom achievement. The students' learning motivation has been improved to a certain extent. The results of the questionnaire survey show that in the process of teaching practice, the students pay attention to the teaching content, the relevance of the teaching content and their own. Self-confidence in the learning process and their satisfaction in the learning process of the four dimensions of motivation levels have a certain improvement. The results of classroom observation and questionnaire survey show that the strategies designed in this study to stimulate learning motivation in general technology classroom are helpful to improve students' learning motivation.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.94
【參考文獻】
相關期刊論文 前1條
1 高利明;調動學習動機的ARCS模式和教學方法的選擇[J];天津電大學報;1997年03期
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