学习动机研究的特点、问题及走向

发布时间：2018-05-27 05:39

本文选题：学习动机 + 理论取向　；参考：《教育研究》2007年07期

【摘要】：从20世纪40、50年代开始,学习动机研究呈现出如下特点:在理论取向上,认知观和社会认知观取代早期的机械论,将学习动机与学习者所处的具体环境和学习中的认知要素结合起来加以研究,并开始关注学习动机的发展问题;在研究方法上,确立测量学习动机的主要指标和方法。但这些研究还存在着以下几个问题:动机概念的术语五花八门,缺乏区分效度;不同理论取向并存,难于构建一个完整的动机研究模式;研究者对学习动机基本性质的看法存在着重大分歧;过于倚重自我报告的问卷研究遭到越来越多的质疑。未来,在研究的理论取向上,社会认知理论的优势地位将更加突显,对学习动机内在结构的分析将更加全面系统,在社会认知观的指导下,将建立环境因素、学习动机、学习策略与学习结果关系的整合模型;在研究方法上,定量研究与定性研究的结合将得到普遍运用。
[Abstract]:Since the 1940s and 1950s, the study of learning motivation has shown the following characteristics: in the theoretical orientation, cognitive view and social cognitive view replace the early mechanical theory. Combining the learning motivation with the specific environment and the cognitive elements in the study, the author begins to pay attention to the development of the learning motivation, and establishes the main indicators and methods to measure the learning motivation in the research method. However, there are still some problems in these studies: the terminology of motivation concept is varied and lack of distinguishing validity, different theoretical orientations coexist, and it is difficult to construct a complete motivation research model; There are significant differences on the basic nature of learning motivation, and more questions have been raised about the questionnaire, which relies too much on self-report. In the future, the dominant position of social cognitive theory will be more prominent in the theoretical orientation of research, and the analysis of the internal structure of learning motivation will be more comprehensive and systematic. Under the guidance of social cognitive view, environmental factors and learning motivation will be established. The integration model of the relationship between learning strategies and learning results, and the combination of quantitative research and qualitative research will be widely used in the research methods.
【作者单位】：
【分类号】：G420

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