本文選題：高中生 + 成就目標(biāo)定向��； 參考：《浙江師范大學(xué)》2014年碩士論文

【摘要】：自我調(diào)節(jié)學(xué)習(xí)與元認(rèn)知的關(guān)系十分密切,而學(xué)習(xí)時(shí)間分配作為元認(rèn)知控制的核心成分之一,也會(huì)對(duì)學(xué)習(xí)效果產(chǎn)生影響,尤其是在素質(zhì)教育倡導(dǎo)的“自主學(xué)習(xí)”理念的影響下,教育工作者們更加關(guān)注學(xué)生的學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)過程。 有關(guān)學(xué)習(xí)時(shí)間分配的研究已有近40年歷史,它的指標(biāo)主要包括項(xiàng)目選擇和自定步調(diào)學(xué)習(xí)時(shí)間兩個(gè)方面。隨著研究的深入,關(guān)于學(xué)習(xí)時(shí)間分配的內(nèi)在機(jī)制尚存有爭(zhēng)議,從差異減小模型、層次模型、最近學(xué)習(xí)區(qū)模型到最新近的基于議程調(diào)節(jié)模型,研究者不斷豐富內(nèi)容并在以往研究的基礎(chǔ)上加以修訂和完善,他們開始探討除了難度之外的其它因素對(duì)學(xué)習(xí)時(shí)間分配的影響。作為學(xué)習(xí)動(dòng)機(jī)領(lǐng)域的研究熱點(diǎn),成就目標(biāo)定向受到越來越多研究者的關(guān)注,但由于研究對(duì)象、實(shí)驗(yàn)范式等條件不一致,有關(guān)成就目標(biāo)定向?qū)W(xué)習(xí)時(shí)間分配的研究仍在進(jìn)一步發(fā)展和完善。本研究欲探討在難度和分值結(jié)合的兩因素復(fù)雜情境中,特質(zhì)性成就目標(biāo)定向及其與情境性成就目標(biāo)定向?qū)Ω咧猩鷮W(xué)習(xí)時(shí)間分配的影響,以期豐富學(xué)習(xí)時(shí)間分配的影響因素研究,為基于議程調(diào)節(jié)模型提供實(shí)證依據(jù),促進(jìn)高中學(xué)生自主學(xué)習(xí)能力的發(fā)展和課堂教學(xué)改革質(zhì)量的提高。 研究采用Metcalfe (2002)實(shí)驗(yàn)范式,由兩個(gè)實(shí)驗(yàn)組成,均設(shè)置無時(shí)間限制的難度與分值結(jié)合的復(fù)雜情境。實(shí)驗(yàn)1考察在復(fù)雜情境中,特質(zhì)性成就目標(biāo)定向?qū)Ω咧猩鷮W(xué)習(xí)時(shí)間分配的影響,以70名高中生為被試,采用三因素混合實(shí)驗(yàn)設(shè)計(jì)；實(shí)驗(yàn)2增加了情境性成就目標(biāo)定向的操作和檢驗(yàn)程序,共同考察特質(zhì)性和情境性成就目標(biāo)定向?qū)Ω咧猩鷮W(xué)習(xí)時(shí)間分配的影響,以138名高中生為被試,采用四因素混合實(shí)驗(yàn)設(shè)計(jì)。本研究主要得出以下結(jié)論： 第一,在僅有特質(zhì)性成就目標(biāo)定向的復(fù)雜情境中,所有被試都傾向于優(yōu)先選擇容易項(xiàng)目進(jìn)行學(xué)習(xí),但在困難項(xiàng)目上分配了更多的學(xué)習(xí)時(shí)間,而成績(jī)目標(biāo)定向?qū)W習(xí)者優(yōu)先選擇并分配更多的學(xué)習(xí)時(shí)間給高分項(xiàng)目； 第二,在特質(zhì)性和情境性成就目標(biāo)定向的雙重影響下,所有學(xué)習(xí)者優(yōu)先選擇容易項(xiàng)目和高分項(xiàng)目,但在困難項(xiàng)目和高分項(xiàng)目上分配的學(xué)習(xí)時(shí)間更多,且不同情境性成就目標(biāo)定向?qū)W習(xí)者在不同難度和分值項(xiàng)目上的項(xiàng)目選擇和時(shí)間分配表現(xiàn)出顯著差異,即情境性掌握目標(biāo)學(xué)習(xí)者傾向于優(yōu)先選擇低分項(xiàng)目,且在低分和困難項(xiàng)目上分配了更多學(xué)習(xí)時(shí)間,而情境性成績(jī)目標(biāo)學(xué)習(xí)者傾向于優(yōu)先選擇高分項(xiàng)目,且在高分和容易項(xiàng)目上分配了更多學(xué)習(xí)時(shí)間； 第三,本研究證實(shí)了在情境性指導(dǎo)語的誘發(fā)下,學(xué)習(xí)者對(duì)原有學(xué)習(xí)策略和計(jì)劃進(jìn)行了適當(dāng)調(diào)整,表現(xiàn)出情境性學(xué)習(xí)目標(biāo)的優(yōu)勢(shì)作用,進(jìn)一步為學(xué)習(xí)時(shí)間分配的議程模型提供了證據(jù)。
[Abstract]:The relationship between self-regulated learning and metacognition is very close. As one of the core components of metacognitive control, the allocation of learning time will also have an impact on the learning effect, especially under the influence of the concept of "autonomous learning" advocated by quality-oriented education. Educators pay more attention to students' motivation and learning process. The study on the allocation of learning time has been carried out for nearly 40 years, and its indicators mainly include two aspects: project selection and self-paced learning time. As the research progresses, the underlying mechanisms of learning time allocation remain controversial, ranging from the difference reduction model, the hierarchical model, the most recent learning area model to the most recent agenda based adjustment model. Researchers enrich the content and revise and perfect it on the basis of previous researches. They begin to explore the influence of other factors on the allocation of learning time besides the difficulty. As a hot topic in the field of learning motivation, achievement goal orientation has attracted more and more researchers' attention. The study of achievement goal orientation on the allocation of learning time is still being further developed and perfected. This study aims to explore the effects of idiosyncratic achievement goal orientation and situational achievement goal orientation on the learning time allocation of senior high school students in a complex situation of difficulty and score, in order to enrich the research on the influencing factors of learning time allocation. It provides empirical basis for agenda-based adjustment model and promotes the development of high school students' autonomous learning ability and the improvement of the quality of classroom teaching reform. The research adopts Metcalfe / 2002) experimental paradigm, which consists of two experiments, and sets up a complex situation in which the difficulty is not limited by time and the score is combined. Experiment 1 investigated the effects of trait achievement goal orientation on learning time allocation of senior high school students in complex situations. 70 senior high school students were selected as subjects, and a three-factor mixed experimental design was used. In experiment 2, the operation and testing procedures of situational achievement goal orientation were added to investigate the effects of idiosyncratic and situational achievement goal orientation on learning time allocation of senior high school students. 138 senior high school students were selected as subjects, and four factors were used to design a mixed experiment. The main conclusions of this study are as follows: first, in the complex situation with only idiosyncratic achievement goal orientation, all subjects tend to choose easy items to study first. However, more learning time is allocated to difficult items, while Achievement goal orientation learners give priority to choose and allocate more study time to high score items. Secondly, under the dual influence of idiosyncratic and situational achievement goal orientation, All learners were given priority to choose easy and high score items, but more time was allocated to difficult and high score items. Moreover, there are significant differences in project selection and time allocation among different situational achievement goal orientation learners in different difficulty and score items, that is, situational mastery goal learners tend to preferentially choose low score items. Moreover, more study time is allocated on low score and difficult items, while situational achievement target learners tend to give priority to high score items, and allocate more study time to high score and easy items. Third, The present study confirms that under the inducement of situational guidance, learners adjust their original learning strategies and plans appropriately, showing the advantage of situational learning goals, which provides further evidence for the agenda model of learning time allocation.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842

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