發(fā)布時(shí)間：2018-07-10 17:41

  本文選題：通識(shí)課程 + 學(xué)習(xí)動(dòng)機(jī)��； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：隨著多媒體技術(shù)和網(wǎng)絡(luò)技術(shù)的不斷發(fā)展,網(wǎng)絡(luò)通識(shí)課程以其選課人數(shù)不受限制、資源豐富、上課時(shí)間自由、名師授課等優(yōu)勢(shì)被越來越多的學(xué)校管理者所青睞,通識(shí)課程傳統(tǒng)大班授課的形式越來越多的被網(wǎng)絡(luò)通識(shí)課程所替代,爾雅網(wǎng)絡(luò)通識(shí)課程就是其中之一。但是學(xué)習(xí)者在學(xué)習(xí)網(wǎng)絡(luò)通識(shí)課程時(shí),又出現(xiàn)了一些新的問題,如:在網(wǎng)絡(luò)學(xué)習(xí)過程中很多學(xué)生容易放任自流、出現(xiàn)消極的選課動(dòng)機(jī)、教學(xué)成績不能真實(shí)的反應(yīng)學(xué)習(xí)者的學(xué)習(xí)情況等。因此,學(xué)習(xí)動(dòng)機(jī)作為驅(qū)動(dòng)學(xué)習(xí)者學(xué)習(xí)的內(nèi)部動(dòng)力受到了廣泛的關(guān)注。本研究的目的是對(duì)“大學(xué)生爾雅網(wǎng)絡(luò)通識(shí)課程的學(xué)習(xí)動(dòng)機(jī)現(xiàn)狀和影響因素”進(jìn)行研究,旨在從教學(xué)材料的角度入手,提高學(xué)習(xí)者學(xué)習(xí)爾雅網(wǎng)絡(luò)通識(shí)課程的學(xué)習(xí)動(dòng)機(jī),以達(dá)到我國實(shí)施通識(shí)課程的目的。本研究通過“文獻(xiàn)研究法”對(duì)國內(nèi)外有關(guān)大學(xué)生網(wǎng)絡(luò)學(xué)習(xí)學(xué)習(xí)動(dòng)機(jī)的相關(guān)著作和文獻(xiàn)進(jìn)行梳理,最后以MLSQ、AMS和IMMS三個(gè)測(cè)量量表為基礎(chǔ),結(jié)合大學(xué)生爾雅網(wǎng)絡(luò)通識(shí)課程學(xué)習(xí)的實(shí)際情況,編寫了大學(xué)生爾雅網(wǎng)絡(luò)通識(shí)課程學(xué)習(xí)動(dòng)機(jī)和影響因素的測(cè)量量表,并對(duì)其信效度進(jìn)行了檢驗(yàn)。最后使用編寫的量表對(duì)山西師范大學(xué)220名本科生學(xué)習(xí)爾雅網(wǎng)絡(luò)通識(shí)課程的學(xué)習(xí)動(dòng)機(jī)和影響因素進(jìn)行了測(cè)量研究。研究結(jié)果表明:大學(xué)生學(xué)習(xí)爾雅網(wǎng)絡(luò)通識(shí)課程的學(xué)習(xí)動(dòng)機(jī)普遍都很低,并且學(xué)習(xí)動(dòng)機(jī)不隨學(xué)習(xí)者的性別和年級(jí)的變化而變化;大學(xué)生在學(xué)習(xí)爾雅網(wǎng)絡(luò)通識(shí)課程的過程中,課程平臺(tái)上教學(xué)材料并沒有充分滿足學(xué)習(xí)者注意、相關(guān)、自信和滿意這四個(gè)方面的需求;并且本研究表明學(xué)習(xí)者的學(xué)習(xí)動(dòng)機(jī)和注意、相關(guān)、自信和滿意這四個(gè)方面有顯著的相關(guān)關(guān)系。因此,本研究最后通過對(duì)大學(xué)生爾雅網(wǎng)絡(luò)通識(shí)課程學(xué)習(xí)動(dòng)機(jī)和影響因素測(cè)量和分析的基礎(chǔ)上,從教學(xué)材料的角度出發(fā),提出了一些激發(fā)大學(xué)生爾雅網(wǎng)絡(luò)通識(shí)課程學(xué)習(xí)動(dòng)機(jī)的策略。
[Abstract]:With the continuous development of multimedia technology and network technology, network general courses are favored by more and more school administrators for their advantages of unlimited number of students, abundant resources, free class time, teaching by famous teachers and so on. The traditional large class teaching form of general education course is more and more replaced by network general education course, among which Erya network general education course is one of them. However, some new problems have emerged in the process of learning online general knowledge courses. For example, many students tend to leave their hands alone in the course of online learning and have negative motivation to choose courses. Teaching results can not truly reflect the learner's learning situation and so on. Therefore, learning motivation as the internal driving force of learner learning has received extensive attention. The purpose of this study is to study the present situation and influencing factors of the college students' learning motivation of Erya network general education course, aiming at improving the learners' learning motivation from the perspective of teaching materials. In order to achieve the purpose of implementing general education courses in our country. This study combs the relevant works and literatures about college students' online learning motivation at home and abroad through "Literature Research method". Finally, it is based on MLSQAMS and IMMS measurement scales. Combined with the actual situation of college students' learning of Erya network general knowledge course, this paper compiles the measuring scale of college students' learning motivation and influencing factors of Erya network general knowledge course, and tests its reliability and validity. Finally, the motivation and influencing factors of 220 undergraduates in Shanxi normal University were measured. The results show that the motivation of college students to learn Erya network general education is very low, and the motivation does not change with the change of gender and grade. The teaching materials on the curriculum platform did not fully meet the needs of learners' attention, correlation, self-confidence and satisfaction, and this study shows that learners' learning motivation and attention are related. There is a significant correlation between self-confidence and satisfaction. Therefore, based on the measurement and analysis of the motivation and influencing factors of college students' Erya network general education course, this study starts from the perspective of teaching materials. This paper puts forward some strategies to stimulate the learning motivation of the college students'Erya network general course.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G652

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