基于激勵理論的小學二年級詞語教學的應(yīng)用研究
發(fā)布時間：2018-08-05 12:03
【摘要】：激勵是企業(yè)管理中的一個重要概念,在管理心理學研究的領(lǐng)域中,激勵問題在整個20世紀都頗受關(guān)注。激勵指的是持續(xù)激發(fā)人的動機的心理過程,具體來說,是指人在內(nèi)外誘因的刺激下引起需要,需要引起動機,動機引起行為,最后通過激勵手段以達到調(diào)動行為積極性的作用。從這個意義上來講,激勵不僅可以適用于企業(yè)管理,也可運用于教學管理。近年來,很多學者開始探究激勵問題在教學中的運用。然而,對于具體的激勵理論在教學中的探討及相關(guān)的實證研究還相當缺少。針對此現(xiàn)象,本研究以小學二年級的學生為實驗被試,以自主學習漢語詞語為實驗任務(wù),通過預實驗和正式實驗,對目標激勵和強化激勵的激勵效果、心理機制及其對不同學生的應(yīng)用等問題做了初步探討。以期檢驗管理上的激勵理論能否運用到教學中,并且比較不同的激勵方式作用效果如何,對不同的學生是否有不同的激勵效果。實驗中,我們采用目標激勵、強化激勵和控制組的單因素實驗設(shè)計,通過前測,將被試平均分成三組。對于目標激勵組的被試,我們告訴他們要學習和記憶下發(fā)的詞語,15天后要聽寫,并且安排他們每天學習四個詞語；對于強化激勵的被試,主試會根據(jù)作業(yè)情況給予表揚和獎勵；作為對照,控制組的被試不給于任何激勵措施。15天后,對所有被試進行聽寫測試和認讀測試,結(jié)果發(fā)現(xiàn),實行目標激勵和強化激勵的學生聽寫成績都顯著好于控制組,但是目標激勵和強化激勵兩者之間沒有差異。考慮到學生的學習能力差異,根據(jù)前測成績把學生分為學優(yōu)生和學困生,將學生的類型納入進來,進行兩因素方差分析,結(jié)果發(fā)現(xiàn)學生類型跟激勵方式之間存在交互作用,進一步分析發(fā)現(xiàn),目標激勵和強化激勵兩種激勵方式對于學優(yōu)生都有顯著的激勵作用,但對于學困生來講,只有強化激勵起到了促進作用,目標激勵效果不顯著。針對此結(jié)果,我們從激勵理論的心理機制角度進行了深入的分析和探討,從而得出結(jié)論。最后,從研究結(jié)論和研究設(shè)計上探討了本研究的理論價值和實踐意義,從研究設(shè)計和方法上反思了本研究的不足,并對今后的研究提出了設(shè)想和展望。
[Abstract]:Motivation is an important concept in enterprise management. In the field of management psychology, incentive problem has attracted much attention in the whole 20th century. Motivation refers to the psychological process that stimulates human motivation continuously. Specifically, it refers to the need, motivation and behavior caused by the stimulation of internal and external inducements, and finally to achieve the role of motivating behavior by means of incentives. In this sense, motivation can be applied not only to enterprise management, but also to teaching management. In recent years, many scholars began to explore the use of motivation in teaching. However, the specific incentive theory in teaching and related empirical research is still lacking. In view of this phenomenon, this study takes the second grade students as the experimental subjects and the autonomous learning of Chinese words as the experimental task, through pre-experiment and formal experiment, the incentive effect of target motivation and reinforcement incentive is achieved. The psychological mechanism and its application to different students are discussed. In order to test whether the incentive theory of management can be applied to the teaching, and compare the effect of different incentive ways, whether the different students have different incentive effects. In the experiment, we used the single-factor experiment design of target motivation, reinforcement incentive and control group, and divided the subjects into three groups by pre-test. For the goal-motivated group, we told them to learn and remember the words sent out 15 days after the dictation, and arranged for them to learn four words every day, for the reinforcement of motivation, the subject will give praise and reward according to the work situation; In contrast, the subjects in the control group were given dictation and recognition tests after 15 days without any incentive measures. The results showed that the dictation scores of the students with goal motivation and enhanced motivation were significantly better than those of the control group. But there is no difference between goal motivation and reinforcement incentive. Considering the difference of students' learning ability, the students are divided into excellent students and students with learning difficulties according to their pre-test results, and the types of students are included in the analysis of variance of two factors. The results show that there is interaction between the types of students and the ways of motivation. Further analysis shows that both goal incentive and reinforcement incentive play a significant role in stimulating the students with learning disabilities, but for the students with learning difficulties, only the reinforcement incentive plays a promoting role, but the goal incentive effect is not significant. In view of this result, we have carried on the thorough analysis and the discussion from the motivation theory psychological mechanism angle, thus obtains the conclusion. Finally, the theoretical value and practical significance of this study are discussed from the research conclusion and design. The deficiency of this study is reflected from the research design and method, and the future research is proposed.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.2
本文編號：2165738
[Abstract]:Motivation is an important concept in enterprise management. In the field of management psychology, incentive problem has attracted much attention in the whole 20th century. Motivation refers to the psychological process that stimulates human motivation continuously. Specifically, it refers to the need, motivation and behavior caused by the stimulation of internal and external inducements, and finally to achieve the role of motivating behavior by means of incentives. In this sense, motivation can be applied not only to enterprise management, but also to teaching management. In recent years, many scholars began to explore the use of motivation in teaching. However, the specific incentive theory in teaching and related empirical research is still lacking. In view of this phenomenon, this study takes the second grade students as the experimental subjects and the autonomous learning of Chinese words as the experimental task, through pre-experiment and formal experiment, the incentive effect of target motivation and reinforcement incentive is achieved. The psychological mechanism and its application to different students are discussed. In order to test whether the incentive theory of management can be applied to the teaching, and compare the effect of different incentive ways, whether the different students have different incentive effects. In the experiment, we used the single-factor experiment design of target motivation, reinforcement incentive and control group, and divided the subjects into three groups by pre-test. For the goal-motivated group, we told them to learn and remember the words sent out 15 days after the dictation, and arranged for them to learn four words every day, for the reinforcement of motivation, the subject will give praise and reward according to the work situation; In contrast, the subjects in the control group were given dictation and recognition tests after 15 days without any incentive measures. The results showed that the dictation scores of the students with goal motivation and enhanced motivation were significantly better than those of the control group. But there is no difference between goal motivation and reinforcement incentive. Considering the difference of students' learning ability, the students are divided into excellent students and students with learning difficulties according to their pre-test results, and the types of students are included in the analysis of variance of two factors. The results show that there is interaction between the types of students and the ways of motivation. Further analysis shows that both goal incentive and reinforcement incentive play a significant role in stimulating the students with learning disabilities, but for the students with learning difficulties, only the reinforcement incentive plays a promoting role, but the goal incentive effect is not significant. In view of this result, we have carried on the thorough analysis and the discussion from the motivation theory psychological mechanism angle, thus obtains the conclusion. Finally, the theoretical value and practical significance of this study are discussed from the research conclusion and design. The deficiency of this study is reflected from the research design and method, and the future research is proposed.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.2
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