本文選題：動(dòng)機(jī) + 控制性教學(xué)�。� 參考：《北京外國語大學(xué)》2016年碩士論文

【摘要】：學(xué)習(xí)者的動(dòng)機(jī)長期受到教育領(lǐng)域的關(guān)注,因?yàn)檠芯勘砻鲗W(xué)習(xí)者的自我決定程度與其心理、學(xué)習(xí)表現(xiàn)都有密切聯(lián)系。教育領(lǐng)域的動(dòng)機(jī)研究傾向于認(rèn)為控制性的教學(xué)策略會(huì)損害學(xué)習(xí)者的學(xué)習(xí)動(dòng)機(jī)。但是,口譯教學(xué)注重的是通過長期重復(fù)的訓(xùn)練來使學(xué)習(xí)者獲得口譯專業(yè)技能,因此不同于其他教學(xué)活動(dòng)。所以,其他教學(xué)領(lǐng)域的動(dòng)機(jī)研究發(fā)現(xiàn)仍需要在口譯教學(xué)領(lǐng)域得到進(jìn)一步的證實(shí)與更充分的研究。本文采用自我決定理論作為理論框架,旨在探索控制性教學(xué)策略對(duì)口譯專業(yè)研究生的動(dòng)機(jī)與促進(jìn)動(dòng)機(jī)內(nèi)化的三項(xiàng)心理因素(自主性、勝任性和關(guān)聯(lián)性)的影響。本研究包含一項(xiàng)實(shí)驗(yàn)與三項(xiàng)子研究。實(shí)驗(yàn)中,實(shí)驗(yàn)組的學(xué)生接受了控制性的教學(xué)干預(yù)而對(duì)照組的學(xué)生則未受控制性教學(xué)策略影響。子研究1與子研究2采用同一問卷評(píng)估了兩組學(xué)生實(shí)驗(yàn)前與實(shí)驗(yàn)后的三項(xiàng)心理因素與動(dòng)機(jī)的情況,并對(duì)比總結(jié)出控制性教學(xué)策略對(duì)翻譯專業(yè)研究生口譯學(xué)習(xí)動(dòng)機(jī)的影響。子研究3則以采訪的形式探究了學(xué)生三項(xiàng)心理因素與動(dòng)機(jī)變化的原因。本研究的結(jié)果表明,控制性教學(xué)策略能夠促進(jìn)內(nèi)化程度較低的學(xué)習(xí)動(dòng)機(jī),但卻會(huì)損害內(nèi)化程度較高的動(dòng)機(jī)。本研究也表明,控制性教學(xué)策略能夠顯著提升口譯學(xué)習(xí)者的勝任性,也有提高口譯學(xué)習(xí)者自主性的可能。同時(shí),本研究還基于三項(xiàng)子研究的發(fā)現(xiàn),對(duì)國內(nèi)翻譯專業(yè)研究生的口譯教學(xué)提出了動(dòng)機(jī)教學(xué)策略建議。
[Abstract]:The motivation of learners has long been concerned in the field of education, because the degree of self-determination of learners is closely related to their psychology and learning performance. Motivation studies in the field of education tend to think that controlling teaching strategies will harm learners' learning motivation. However, interpreting teaching focuses on making learners acquire professional skills of interpretation through repeated training for a long time, so it is different from other teaching activities. Therefore, motivation studies in other teaching fields still need to be further confirmed and fully studied in the field of interpreting teaching. The purpose of this paper is to explore the effects of controlling teaching strategies on the motivation of graduate students majoring in interpretation and the three psychological factors (autonomy, competence and relevance) that promote the internalization of motivation. This study includes one experiment and three sub-studies. In the experiment, the students in the experimental group received controlled teaching intervention, while the students in the control group were not affected by the controlled teaching strategy. Sub-study 1 and sub-study 2 used the same questionnaire to assess the three psychological factors and motivation of the two groups of students before and after the experiment, and compared and summed up the effects of controlled teaching strategies on the interpreting learning motivation of graduate students majoring in translation. Sub-study 3 explores the reasons for the change of students' three psychological factors and motivations in the form of interviews. The results of this study show that the controlled teaching strategies can promote the learning motivation with lower internalization level, but it will damage the higher internalization motivation. The study also shows that controlled teaching strategies can significantly improve the competence of interpreting learners, and it is also possible to improve the autonomy of interpreting learners. At the same time, based on the findings of three sub-studies, the present study puts forward some suggestions on motivation teaching strategies for graduate students majoring in translation in China.
【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H059-4
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本文編號(hào)：2089018