Autonomy supported,learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the conditions under which learning in hypermedia environments is effective. Sixty-nine grade five students from a primary school answered short essay questions using video material from a hypermedia environment. The effects on task motivation and test performance were measured. It was found that learners in the autonomy supported hypermedia environment reported lower levels of controlled task motivation, compared to the learners in the system-controlled and learner-controlled hypermedia environments. But there were no effects of hypermedia environment on autonomous task motivation or the reported need fulfilment for autonomy. Furthermore, learners in the learner-controlled hypermedia environment scored lower on a delayed, In-Depth Knowledge Test compared to learners in the other two environments. Moreover, learners in the autonomy supported hypermedia environment watched more (unique) videos compared to learners in the system-controlled and the learner-controlled hypermedia environments. As for the role of learners' ASRS, we found no interaction with the type of hypermedia environment on task motivation or performance. Learners' ASRS did, however, affect the learners' motivation for the task. And, when presented with advice (as in the autonomy supported hypermedia environment) learners with an autonomous self-regulation style followed more advice, compared to learners with a more controlled self-regulation style.     

对外汉语兴趣教学的路径与策略

兴趣是促进学习的重要动力,能使学习者积极、主动地参与学习活动。以语言形式为中心的传统对外汉语教学和评价模式导致了学习者的兴趣流失、匮乏以至＂厌学＂。任务型教学则以内容的真实性、过程的自主性、评价的个性化为对外汉语的兴趣教学提供了实现路径以及系统的操作策略,即以任务驱动激发兴趣,以小组合作保持兴趣,以多元反馈巩固兴趣,以情感支持维护兴趣,从而达到使学习者＂乐学＂的目的。     

SST (Successful Strategic Teaching): Enhancing Adult Learners’ Motivation and Achievement

Enhancing motivation in adult learners is often a difficult task in today’s college classroom. Significant reforms in America’s educational system have directed the initiative to adopt Common Core Standards in Language Arts by all 50 states. With the focus on increased rigor and depth of understanding in learning, the hope is to prepare students throughout the K–12 sequence for college and careers. This new instructional model requires moving students from passive recipients to active learners. Although the arrival of an expanding population is encouraging for college communities, the issue of underprepared college students must be addressed. Instructional methods designed to cultivate active learning and critical thinking through more contextualized, hands-on teaching activities produced initial evidence of improved reading achievement.     

自主学习环境下的学习动机研究

学习动机分为内在动机和外在动机,内在动机是自主学习能力培养的决定性因素。调查发现,在使用自主学习中心学习外语过程中,学习者的外在动机占主导地位,而内在动机严重不足。因此,进行自主学习培训,应提供网络学习资源和服务的详细信息,开展学习能力培养竞赛,展示成功范例,推进教师发展。     

大学英语自主学习形成性评估实证研究

自主学习要求学习者监控学习进程和评价学习效果,传统的终结性评估不适用于自主学习。构建了适用于自主学习的形成性评估模式,该模式由"学习档案袋评价""教师评价"及"学生自评和他评"构成。经过在两个教学班级一学期的教学实验,结果表明:通过对学生自主学习过程的监控和管理,形成性评估激发了学生语言学习的动机和兴趣,促进了学生学习策略形成,有效培养了学生自主学习能力。     

高职院校英语学习情感因素研究

我国高等职业教育占高等教育的半壁江山,英语教学又是高校教学中的重要组成部分。针对高职院校英语教学中存在的不足,通过对情感这一学习者个体因素的研究,结合盐城卫生职业技术学院的教学实践,从学习者动机、焦虑、态度和自尊四个方面探讨情感因素对英语学习的影响,并据此得出对高职院校英语教学的几点启示。     

高职院校外语习得动机应与学习策略相结合

本文主要论述以下几个方面：学习动机的定义、学习动机和策略的种类，以及作者关于学习动机的调查探究。紧接着在调查的基础上，文章分析了学生对英语学习的态度，并根据作者的教学经验，在激励学生英语习得的方法和英语学习策略方面提出了一些建议。经过探究，文章强调高职院校学生应该把强烈的学习动机和恰当的、适合自己的学习策略结合起来，这样才会在外语学习方面取得事半功倍的效果。同时二者的有机结合将会对语言习得和教学的提高大有裨益。     

The Effects of Autonomy on Motivation and Performancein the College Classroom

The goals of this study were to extend the literature about classroom autonomy in several ways. First, since previous research on autonomy has tended to focus on younger learners, we examined whether the positive effects of autonomy on motivation and performance would be replicated in a college sample. Second, we tested to see whether the well-established links between intrinsic motivation and autonomy would also be found using motivational constructs that play key roles in learning (specifically, task value, self-efficacy, and test anxiety). Third, we sought to trace the effect of autonomy on changes in student motivation over the course of a semester. Finally, we examined the role of autonomy on course performance. We found that experiences of classroom autonomy in the college classroom were more closely related to motivational factors than to performance. While the immediate experience of autonomy may not be directly facilitative of high course grades, autonomy does seem to foster intrinsic goal orientation, task value, and self-efficacy, all of which are critical components of “continuing motivation.” The data presented here lend further support for the benefits of fostering autonomy within academic settings.     

School support and teacher motivation to implement project-based learning

The present study investigated how school support was related to teachers' motivation and willingness to persist in project-based learning. The participants were 182 Hong Kong teachers who completed a questionnaire about their school's support and their motivation to implement project-based learning. The results of structural equation modeling indicated that when teachers perceived their schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation. Perceived school support predicted teachers' attitude for future persistence both directly and indirectly through its influence on teacher motivation. The results suggest that social-contextual factors are important for teacher motivation in the implementation of educational innovations.     

上下义关系在词汇习得中的应用

词汇是语言学习的基础,词汇能力的高低影响学习者各种语言技能的发展。对上下义关系进行研究并加以运用,能激发学习者特别是基础教育阶段的学习者的词汇学习兴趣,培养词汇习得策略和自主学习能力,从而进一步提高语言学习的效率。     

试论成人学习过程中的情绪

情绪是人对客观事物是否符合自我需要而产生的一种内心体验,它是影响个体认知活动的重要因素。情绪在成人教育与成人学习中起着非常重要的作用,它可以阻碍或激发学生的动机。积极的情绪可以调动成人学习者的学习积极性,促进其学习能力和创造能力的发展,消极的情绪会对成人学习起到阻碍。成人教育工作者应该重视成人学习中的情绪反应,发挥情绪在成人学习中的积极作用。     

面向STEM教学过程的学习动机序列模型建构与应用

当前我国STEM教学中普遍存在课程设计粗线条化、缺少足够的教学支架、无法满足学生完成探究过程等问题。造成这些问题最为核心的原因是STEM教学设计过程中没有充分考虑如何激发学习者的学习动机。STEM教学所强调的自主、合作、探究的"做中学"学习方式和注重跨学科、情境、体验、参与的特色,有助于激发学习者多个层面的学习动机,从而提升STEM教学效果。基于STEM教学过程模式、学习动机相关理论以及动机层次模型,通过归纳演绎构建的面向STEM教学过程的学习动机序列模型,包括教学目标/结果层、教学活动层、教学干预/策略层三层结构,通过每层核心要素的横向推进以及层与层之间的纵向转化,最终指向STEM学习动机的激发。该模型的特色体现在,从情境、语境和全局三个层次划分了学习动机,并指出在各教学环节可以通过不同的教学活动设计来激发不同类型的学习动机,且情境、语境和全局动机之间存在双向循环递归关系。案例分析结果表明,该模型有助于指导教师更好地在STEM教学中激发学习者的多层学习动机。     

The effect of manipulatives on mathematics achievement across different learning styles

The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of traditional teaching approaches and manipulative methods. In one of the learning environments, the teacher used strictly lecture- and exercise-based teaching activities, which are more conducive to abstract learning. Abstract learners showed higher academic performance compared with concrete learners in the environment where only traditional methods were used. For the other two environments, which utilised varying combinations of manipulative tools and traditional methods, the differences in the mathematics achievement levels among students of varying learning styles were not statistically significant. The study also showed that concrete learners demonstrated higher performance in mathematics when manipulatives were used than did their counterparts in the environment where only abstract activities were used; however, in the third learning environment, increasing the amount of manipulative use did not provide an extra benefit to concrete learners.     

A Literature Review on Relationship between Learner Autonomy and Learning Motivation

This paper sets out to review the relationship of learner autonomy and motivation in English learning based on previous theoretical and empirical studies. This study can be of great help for learners to realize the great importance of learner autonomy and learning motivation, making them more autonomous, motivated and successful in English learning.     

留学生来华前汉语学习动机强度分析

本文运用定量研究的方法 ,以580名来华留学生为调查对象,分析了学习者汉语学习动机强度与动机类型之间的关系,以及学习者个体因素对来华前动机强度的影响。研究结果表明:1)整体来看,留学生来华前汉语学习动机强度不高;2)对学习者来华前动机强度产生影响的是他们的专业以及是否来华攻读学位。来华攻读学位的学习者、学习汉语专业的学习者,动机强度不如来华进修语言的学习者和非汉语专业的学习者;3)内在兴趣动机与经验动机对学习者来华前动机强度影响较大,尤其是学习者对汉字及中国影视书籍等文化产品的兴趣对其动机强度影响最大。     

论高校乒乓球教学中学生良好学习动机的培养

学习动机是学生学习最基本的动力因素之一，通过对教学目标设置，创设激起内驱力的情境和积极进行反馈等方面进行分析，论述了高校乒乓球教学中培养学生良好的学习动机，对提高教学质量必将起到积极地推动作用。     

The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience

Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students’ motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students’ motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice (Micromys minutus) with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students’ intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students’ intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material.     

学生在自主性学习模式中的地位和角色转换

"自主性学习"是由"学习者自主性"直接发展而来的一个重要术语,指学习者独立完成学习任务与学习活动的过程。学生受传统教育、教学的影响已暴露出种种弊端,教学改革势在必行。在自主性学习模式中,学生的地位发生重大改变,并将扮演四种角色:学习过程的主人翁角色、知识体系的设计者角色、自我评价机制的决策者角色、教材体系和课程建设的成果转化者角色。     

Perceived autonomy support,intrinsic motivation,and student ratings of instruction

Motivation theory suggests that autonomy supportiveness in instruction often leads to many positive outcomes in the classroom, such as higher levels of intrinsic motivation and engagement. The purpose of this study was to determine whether perceived autonomy support and course-related intrinsic motivation in college classrooms positively predict student ratings of instruction. Data were collected from 47 undergraduate education courses and 914 students. Consistent with expectations, the results indicated that both intrinsic motivation and autonomy support were positively associated with multiple dimensions of student ratings of instruction. Results also showed that intrinsic motivation moderated the association between autonomy support and instructional ratings—the higher intrinsic motivation, the less predictive autonomy support, and the lower intrinsic motivation, the more predictive autonomy support. These results suggest that incorporating classroom activities that engender autonomy support may lead to improved student perceptions of classroom instruction and may also enhance both student motivation and learning.     

高校课堂教学中大学生自主学习的缺失与重构

自主学习作为一种主动性、探索性的学习状态,它已然成为社会发展的必然趋势。目前,高校课堂教学中大学生自主学习缺失,究其原因主要是大学生学习能动性较弱、教师教学理念陈旧、学习目的功利化、教师责任意识淡化等。这就需要对其进行重构:帮助大学生形成自主学习意识;激发大学生的内在动机;培养大学生的学习策略;发挥高校教师的辅助作用;营造个人自由的学习环境。