语文学习动机的概念与结构分析 |
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引用本文: | 石林,黄甫全. 语文学习动机的概念与结构分析[J]. 华南师范大学学报(社会科学版), 2008, 0(3): 88-95 |
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作者姓名: | 石林 黄甫全 |
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作者单位: | 华南师范大学教育科学学院/现代教育研究与开发中心,广东广州,510631 |
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摘 要: | 学习动机的研究,已经从行为主义的动机观发展到社会文化的动机观。现阶段,有学者开辟了整合研究方向,提出了动机的自我调节论。基于此,我们认为,语文学习动机是激发、维持学生学习行为,并使之朝向一定语文学习目标的一种内在过程或内部心理状态。进而,经过进一步分析可以看到,语文学习动机的基本结构,一般地包括认知内驱力(学习兴趣)、自我提高内驱力(自尊)、附属内驱力(奖励、批评)、自我效能感(成功)、意志(自觉、毅力)和成就归因(成绩)等六个维度。
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关 键 词: | 动机观;语文学习动机;语文学习动机的构成因素 |
An Analysis of the Concept and the Structure of Motivation in the Chinese Language Learning |
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Abstract: | Learning motivation research has developed from behaviorism motivation to the social and cultural motivation. At this stage, some scholars integrated the two and presented self-adjustment motivation theory. Based on this, learning motivation is a inherent process or internal psychological state which stimulate and maintain students’ learning behavior, and bring them towards a certain goal of a language learning .In the further research, the basic structure of Chinese learning motivation generally include six dimensions: cognitive inner drive (interesting of learning), self-enhancement inner drive (self-esteem), subsidiary inner drive (award, criticism), self-efficacy (success),will (conscious and perseverance) and the achievement attribution (achievement). |
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Keywords: | concept of motivation Chinese language learning motivation Chinese language learning motivation components |
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