职业农民新技术培训效果:概念框架、影响因素与对策建议

基于培训迁移理论,构建了培训效果影响的概念框架。以湖北、山东、安徽3省5市10县832份职业农民问卷调查数据为基础,构建培训环境因素、动机因素、系统因素、前涉因素对培训效果影响的结构方程模型,研究结果显示,培训环境因素、动机因素、系统因素、前涉因素均对培训效果具有正向影响,且影响的贡献率依次降低。这表明培训系统因素与前涉因素对培训效果的影响低于培训环境因素和培训动机因素,即政府主导下的农民教育培训本身对迁移效果影响不显著。     

二语习得中影响语言迁移的个体因素

语言迁移是二语习得中一个非常重要的现象,语言迁移分为正迁移和负迁移.而引起语言迁移的原因很多,本文重点探讨了习得者的年龄、动机、个性、母语基础和学习策略等个体因素对语言迁移的影响.     

二语习得中影响语言迁移的个体因素

语言迁移是二语习得中一个非常重要的现象,语言迁移分为正迁移和负迁移.而引起语言迁移的原因很多,本文重点探讨了习得者的年龄、动机、个性、母语基础和学习策略等个体因素对语言迁移的影响.     

工作环境对高校教师混合教学培训迁移动机的影响北大核心CSSCI

越来越多的高校通过教师培训来推进混合教学改革,但现实挑战是,大多数教师完成培训后在日常教学中会很快放弃应用培训所学。因此有必要针对工作环境对教师应用培训所学(即培训迁移)动机的影响展开研究。基于培训迁移理论的研究成果,针对参加混合教学培训的一组高校教师进行问卷调查发现:(1)工作环境中影响高校教师混合教学培训迁移动机的主要因素可分为教改氛围、应用支持和激励措施三类,其中教改氛围类因素的影响程度最高,激励措施类因素的影响程度最低。(2)教改氛围类因素中,领导支持、管理措施、设施建设是关键因素,最能影响教师混合教学培训迁移的动机;应用支持类因素中,交流辅导是关键因素;激励措施因素中,教师工作量的认定是关键因素。(3)教师教龄越短、职称水平越低,激励措施因素对教师培训迁移动机的影响越大,因此需根据教师的不同教龄和职称水平采取有针对性的激励措施,以促进混合教学的全面应用。(4)该结果体现了教师感知工作环境因素的优先顺序,并反映出激发教师培训迁移动机的三个关键点:首先判断学校管理环境与技术环境是否适合应用培训所学,其次判断应用过程中能否获得帮扶,最后判断应用结果能否获得认可。     

动机性迁移应成为纠正中小学生偏科现象的"驱动器"

动机迁移理论认为:偏科现象的内部心理因素在于学生没能很好地实现学科之间的正迁移.而学习动机是影响学生学习迁移的重要因素,它通过影响学生认知结构的建立和元认知迁移影响学习迁移.教师可以通过外在的一些干预措施来实现动机性迁移,如运用"问题解决"的教学模式、把信息技术应用于学科教学中、教给学生元认知策略等,来纠正学生的偏科现象,从而达到全面发展.     

中小学教师教育技术能力培训迁移动机现状分析——以辽宁省中小学教师教育技术能力培训为例

教师参加教育技术能力培训后能否将培训所学迁移至实际工作中,是决定培训效益的关键。迁移动机在这一过程中发挥着至关重要的作用。针对辽宁省中小学教师教育技术能力培训项目,通过问卷调查,分析培训后受训教师在工作中应用培训所学的情况、迁移动机的水平与类型,以及他们对几种可能影响其迁移动机的因素的重要程度的看法。     

中职教师培训迁移影响因素探究

中职教师的培训效果直接影响着中职教育的教学成果与学生的发展,在我国十分重视职业教育的今天,对于中职教师的培训是必不可少的.中职教师是否能将培训所得的专业知识与技能等良好地迁移运用到实际工作中,取决于多方面因素.目前,我国中职教师培训迁移情况存在培训转化率较低、理论与实践结合难、中职教师培训迁移动机较弱等问题.结合近些年国内外的研究可发现,影响中职教师培训迁移效果的主要因素可分为中职教师自身个人特征、培训迁移设计、迁移气氛等三大方面.针对这些影响因素,应从多方面入手,从内部、外部两个方面增强其培训迁移的动机,做好培训设计,增加培训内容的实践性与针对性,并运用多种方法开展培训,设立有效的培训评价跟踪体系等措施,同时提供支持性的培训环境,多方联动,提升中职教师培训迁移效果,从而更好地达到中职教育的目标,培养出更多国家所需的技术型人才.     

利用情感因素迁移提高高职商务英语专业学生学习动机的实践探索

情感因素对动机的影响在教学中的作用受到越来越多的学者的关注。本文通过对在高职商务英语专业课程教学中运用情感迁移提高学习动机的实践回顾,指出在教学中运用情感迁移对动机形成的意义,参考技术和有关建议。     

现代企业中培训迁移失败的原因与对策分析

培训迁移作为培训的实际应用阶段,因受到来自个人的特征与动机、工作环境、学习背景等因素的影响,员工不能有效地把从培训中学到的知识、技能迁移到实际工作中,从而导致培训的投入与产出严重失调。组织可以通过相应的学习迁移模型和管理策略来控制并影响相关因素,促进培训迁移的发生,实现提高员工工作能力和组织绩效的目的。     

也谈动机与外语教学

大量的研究表明 ,动机等情感因素对外语学习有重要影响。本文从社会建构主义的动机观和动机模式 ,审视和分析了影响动机的因素 ,并针对这些主要因素 ,依据相关理论和研究结果 ,就动机的激发和保持提出了一些建议。     

Training Transfer and Transfer Motivation: The Influence of Individual,Environmental, Situational,Training Design,and Affective Reaction Factors

The purpose of this study is to examine the effects of individual, environmental, training design, and affective reaction factors on training transfer and transfer motivation. To determine the relationship between these factors and their influence on training transfer and to test the model, the researchers collected data from employees in the Malaysian banking sector. Structural equation modeling with Amos 16 was used to test the model and determine the relationship. The study suggested that training stakeholders should manage the training program effectively. Transfer is maximized when trainees have social support, high performance self‐efficacy, and transfer motivation. Stakeholders (e.g., trainers, trainees, supervisors, and peers) are important to the training transfer process, as are learner readiness, trainee reaction, instrumentality, and training retention. This study revealed that perceived content validity and transfer design work together and influence the trainee's performance self‐efficacy. In other words, if trainers want to improve the performance self‐efficacy level of trainees, they need to explain how the trainee can transfer the learned skills at the workplace and make sure the content of the training is similar to the actual job. The main objective of training programs is to align the employee's expertise with organizational goals. Organizations can achieve their desired objectives only when employees transfer the learned skills on the job. Unfortunately, employees often transfer only a small percentage of skills they have learned in training. To effectively manage their training programs, organizations need to identify and focus on the factors that resist effective training transfer.     

The Influence of Motivation to Transfer,Action Planning,and Manager Support on the Transfer Process

This study investigated the influence of three variables (motivation to transfer, action planning as an intervention designed to promote transfer, and perception of manager support) on the transfer of skills taught in three interpersonal skills courses in a major corporation. The research was based on a reconceptualization of transfer as a process rather than an event or “product.” Transfer was assessed in terms of initiation of transfer, frequency of transfer, and overall transfer. Perception of manager support for the utilization of the skills exerted considerably more influence on the transfer process than did motivation. The influence of the action planning intervention was ambiguous. The findings suggest that designers and evaluators must take such influences—especially manager support-into account throughout the design, development, implementation and evaluation phases of training programs.     

Infant Mastery Motivation: The Issue of Discriminant Validity

The purpose of this review is to examine the concept of mastery motivation in infancy from the standpoint of possible intraindividual confounds, ways in which factors other than motivation may influence individual differences in mastery motivation scores. The review begins with a brief overview of theoretical background on mastery motivation, underscoring its presumed relevance for other important constructs in development. Current operational definitions of mastery motivation are then described. The remainder of the review is devoted to consideration of alternative explanations that can account, in part, for individual differences in mastery motivation. These include infant cognitive developmental status, social orientation and attachment security, genetic/temperamental factors, and sex differences. The review concludes with specific recommendations for further inquiry on the topic of infant mastery motivation, emphasizing careful attention to the role extraneous factors play in shaping performance.     

Infant Mastery Motivation: The Issue of Discriminant Validity

The purpose of this review is to examine the concept of mastery motivation in infancy from the standpoint of possible intraindividual confounds, ways in which factors other than motivation may influence individual differences in mastery motivation scores. The review begins with a brief overview of theoretical background on mastery motivation, underscoring its presumed relevance for other important constructs in development. Current operational definitions of mastery motivation are then described. The remainder of the review is devoted to consideration of alternative explanations that can account, in part, for individual differences in mastery motivation. These include infant cognitive developmental status, social orientation and attachment security, genetic/temperamental factors, and sex differences. The review concludes with specific recommendations for further inquiry on the topic of infant mastery motivation, emphasizing careful attention to the role extraneous factors play in shaping performance.     

动机导向的县域劳动力转移模型研究

本文通过对县域进城务工人员进行问卷调查,在分析调查数据基础上,研究了影响劳动力转移的主观动机,总结出"动机导向属性"的劳动力转移模型,为西部县域农村劳动力转移和城乡统筹工作提供了一些新的参考依据.     

影响成人学习动机的因素分析

员工培训已经成为企业保持核心竞争力的重要职能,受训人员学习动机是影响企业培训效果的关键因素.本文分析了影响成人学习动机的若干因素,指出取得良好的培训效果必须针对成人学习的特点,努力调动受训人员的学习动机.     

外语教学中表扬效果最大化的实施策略

表扬是积极的评价,但并不一定具备强化作用,它可能增强动机,也可能损害动机;表扬并非是一个评价者到被评价者的单向过程,而是一个复杂的社会交流过程;表扬对动机的影响不仅依赖于表扬的内容,还受到许多其它因素的影响。所以怎样表扬学生是一种艺术,是一种（外语）教师应该掌握的技巧。     

个体差异中的动机因素对二语习得的影响

个体差异是客观存在的个体因素,个体差异因素中包括认知风格、个体智商、学习动机、学习风格和学习策略等等个体差异因素,其中最主要的还是学习动机。而这一因素在很大程度上影响着第二语学得,对英语的教学也起着至关重要的作用。该文主要论述的是国内外对动机类型,动机对第二外语习得影响的研究以及激励学习动机的策略。     

The impact of science motivation on cognitive achievement within a 3-lesson unit about renewable energies

Our study analyzed the influence of motivation towards science in relation individual cognitive achievement scores. 232 10th graders of college preparatory school level (‘Gymnasium’) completed a cognitive achievement test three times and a questionnaire quantifying motivation towards science once. A three-lesson module dealt with aspects of the topic renewable energies. The knowledge test was applied one week before (T-0), directly after (T-1) and six weeks after (T-2) participation in the learning module. The questionnaire on science motivation was completed at T-0 in order to receive unaffected data. A test-retest group (acting as control group) of 37 students completed the questionnaires with no intervention. Three motivational groups were selected: highly motivated, intermediate and less motivated. The intervention group showed substantial knowledge gain in short- and in long-term perspectives, almost independently of motivational levels. A positive linear relation between motivation and content knowledge was observable for each test schedule. In particular, intrinsic factors are shown to be responsible for this relationship.We recommend implementing appropriately designed educational settings to promote intrinsic aspects in order to foster performance almost independently of pre-existing knowledge and science motivation We presume pre-existing knowledge as well as learning to be influenced by motivation towards science. Also, pre-existing knowledge may influence individual motivation towards science. Consequently, beyond scientific contents, a focus on motivation of adolescents in science may lead to a synergetic effect for life-long learning.