高中生物理学习成就动机的调查研究

发布时间：2018-05-27 07:13

本文选题：高中生 + 物理学习　；参考：《西北师范大学》2015年硕士论文

【摘要】：不少学生一进入高中,便不同程度地感觉物理难学,体会不到物理学习的乐趣与成就,从而对物理学习缺乏动力,不能努力学习,甚至表现出对物理学习的焦虑和恐惧。这些都与学生物理学习的成就动机密切相关。本研究以成就动机理论为指导,采用问卷调查的方式对兰州市两所城市高中及会宁县一所农村高中的部分学生物理学习的成就动机进行调查。通过问卷的发放,了解高中生在物理学习中成就动机的特点及影响成就动机的主要因素。为了使调查结果更加全面、深刻,笔者选取了四名学生进行追踪研究。对调查数据,采用SPSS19.0进行处理,并结合成就动机及其他相关理论对调查结果进行分析,得出结论。本研究的结论:高中生物理学习的自我增强动机占成就动机比重最大,其次是认知动机,附属动机所占比例最小;高中生物理学习追求成功的动机强于避免失败的动机。在认知动机方面,对物理实验、物理现象的好奇与兴趣是调动高中生积极学习物理的主要因素;男生的认知动机强于女生。在自我增强动机方面,希望在物理考试中取得好成绩是高中生努力学习物理的强劲动力;自我增强动机不存在显著的性别差异、年级差异和城乡差异。在附属动机方面,高中生更渴望得到同龄人的肯定;女生的附属动机强于男生;城市学生的附属动机强于农村学生。在追求成功动机方面,不管是有没有把握解决,高中生总是喜欢选择有一定难度的物理习题;追求成功动机不存在显著的年级差异和城乡差异。在避免失败动机方面,学生最明显的表现是乐于选择自己有把握解决的物理问题;避免失败动机不存在显著的性别差异、年级差异和城乡差异。其次,研究还发现:除过性别、性格、年龄等特征,高中生物理学习兴趣对成就动机的影响最大,其次是物理学习的自我效能感,而父母期望对成就动机的影响较小。最后根据调查结果及高中生物理学习心理,从成就动机的五个方面着手,针对性地提出激励高中生物理学习成就动机的教学建议。
[Abstract]:As soon as they enter high school, many students feel that physics is difficult to learn, and can not realize the fun and achievement of physics learning, so they lack the motivation to learn physics, can not study hard, and even show anxiety and fear about physics study. These are closely related to students' achievement motivation in physics learning. Under the guidance of achievement motivation theory, this study investigated the achievement motivation of some students in two urban high schools in Lanzhou and a rural high school in Huining County by questionnaire. The characteristics of achievement motivation of senior high school students in physics learning and the main factors influencing achievement motivation were investigated by questionnaire. In order to make the results more comprehensive and profound, the author selected four students to follow up. The survey data are processed by SPSS19.0, and the results are analyzed by combining achievement motivation and other relevant theories. The conclusion of this study is that high school students' self-enhancement motivation accounts for the largest proportion of achievement motivation, followed by cognitive motivation, and the proportion of secondary motivation is the least; the high school students' motivation for success in physics learning is stronger than that for avoiding failure. In the aspect of cognitive motivation, the curiosity and interest of physics phenomena are the main factors of motivating senior high school students to actively study physics, and the cognitive motivation of boys is stronger than that of girls. In terms of self-enhancement motivation, the hope of getting good results in physics examination is a strong motivation for high school students to study hard in physics, and there is no significant gender difference, grade difference and urban-rural difference in self-enhancement motivation. In terms of accessory motivation, high school students are more eager to be affirmed by their peers; female students have stronger subordinate motivation than boys; urban students have stronger subordinate motivation than rural students. In the aspect of pursuing success motivation, high school students always prefer to choose physical exercises with some difficulty, no matter whether they are sure to solve it or not, and there is no significant difference between grade and urban and rural areas in pursuit of success motivation. In the aspect of avoiding failure motivation, the most obvious performance of students is their willingness to choose the physical problems that they can solve with confidence, and there is no significant gender difference, grade difference and urban and rural difference in avoiding failure motivation. Secondly, besides gender, personality and age, high school students' interest in physics learning has the greatest influence on achievement motivation, followed by self-efficacy of physics learning, while parents' expectation has little effect on achievement motivation. Finally, according to the results of the investigation and the physics learning psychology of senior high school students, from five aspects of achievement motivation, the author puts forward some teaching suggestions to motivate the high school students' physics learning achievement motivation.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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