河南省农村中学生生物学习动机现状及优化策略研究

发布时间：2018-06-28 03:01

本文选题：河南省农村 + 中学生　；参考：《河南师范大学》2015年硕士论文

【摘要】：进入21世纪以来,随着自然科学的迅猛发展,生物科学领域也取得了许多前所未有的重大突破和重要成就,提高每位公民的生物科学素养势在必行。同时,新课程改革背景下,全新的课程理念力图改变学生的学习方式,倡导学生积极主动地参与到课堂教学中,旨在培养中学生自主学习的能力。其中,生物学习动机是引发学生自主并持续地发生学习行为的内部动力,影响着学生学习的效率和持续性。河南省作为一个农村人口众多的教育大省,新课程改革的实施已长达七年之久,其教育问题值得重视。同时,生物作为河南省中学生必修的基础学科之一,有必要了解当前农村中学生生物学习动机的现状,并在此基础上提出激发和培养学生学习动机的具体策略,从而实现中学生生物学习动机的优化。本研究以河南省农村中学生为调查对象,以学习动机理论中的需要层次理论和归因理论为指导,采用文献分析法、问卷调查法以及个人访谈法等研究方法对当前河南省农村中学生生物学习动机现状及影响因素进行调查研究。笔者从位于河南省不同区域且经济发展水平相当的农村共选取了10所中学,分别从初中段七、八年级以及高中段一、二、三年级各随机抽取两个班级发放调查问卷,共收集有效问卷2364份,并从样本中选取动机强度不同的学生共20名进行个人访谈。对调查所得数据和结果采用SPSS20.0简体中文版和EXCEL相关软件进行处理分析,得出以下结论:新课程改革背景下,河南省农村中学生生物学习动机整体强度一般,内部动机显著高于外部动机。其中,初中生内部动机显著高于外部动机,高中生内部动机和外部动机无显著差异。中学生生物学习动机在学段、性别上无显著差异;初中生内部动机高于高中生,但差异不显著;初中生外部动机低于高中生,且差异显著。内部动机和外部动机在性别差异上均不显著。河南省农村中学生生物学习动机总体上呈现出随年级的增加先减弱后增强的发展趋势。内部动机逐渐减弱最后趋于平稳,外部动机则逐渐增强。在影响因素各维度中,师生关系、生物教师维度上的平均得分较高,而在需要层次、价值观、家长支持、生物学风以及归因方式维度上平均得分较低。初中生在安全层次上的需求显著低于高中生,在其它需要层次上无显著差异。在影响因素各维度的差异上,其中初中生在家长支持和生物学风上的平均得分显著低于高中生,在其它维度上初中生与高中生无显著差异。针对以上研究结论,笔者对河南省农村中学生物教学提出了以下几点优化策略:注重高中段学生外部动机的内化,加强初高中生物教学的衔接,构建生物学习共同体,提高家长对生物学习的关注度,推进农村中学生生物学风建设。旨在优化农村中学生生物学习动机,提高中学生课堂学习效率,推进当前素质教育改革的步伐。
[Abstract]:Since the 21st century, with the rapid development of natural science, the field of biological science has also made many unprecedented major breakthroughs and important achievements, it is imperative to improve the biological science literacy of every citizen. At the same time, under the new curriculum reform background, the brand-new curriculum idea tries to change the student's study way, advocates the student to participate actively in the classroom teaching, aims at the cultivation middle school student's independent learning ability. Among them, the motivation of biological learning is the internal motive force that causes students to learn independently and continuously, and affects the efficiency and sustainability of students' learning. Henan Province, as a large province with large rural population, has been implementing the new curriculum reform for seven years, and its educational problems are worthy of attention. At the same time, biology is one of the basic subjects required by middle school students in Henan Province. It is necessary to understand the current situation of biology learning motivation of middle school students in rural areas, and on this basis put forward specific strategies to stimulate and cultivate students' learning motivation. In order to achieve the optimization of students' biological learning motivation. This research takes the rural middle school students in Henan Province as the research object, takes the need level theory and the attribution theory in the learning motivation theory as the instruction, adopts the literature analysis method. The present situation and influencing factors of biological learning motivation of rural middle school students in Henan Province were investigated by questionnaire and personal interview. A total of 10 middle schools were selected from rural areas in different regions of Henan Province with similar economic development level, and two classes were randomly selected from the seventh, eighth and third grades of junior middle school to distribute questionnaires. A total of 2364 valid questionnaires were collected and 20 students with different motivation intensity were selected from the sample for personal interviews. The data and results are analyzed by SPSS 20.0 simplified Chinese version and excel software, and the following conclusions are drawn: under the background of the new curriculum reform, the overall intensity of rural middle school students' biological learning motivation in Henan Province is general. Internal motivation is significantly higher than external motivation. Among them, the internal motivation of junior high school students is significantly higher than that of external motivation, and there is no significant difference between internal motivation and external motivation of senior high school students. There is no significant difference in the learning motivation of middle school students. The internal motivation of junior high school students is higher than that of high school students, but the difference is not significant; the external motivation of junior high school students is lower than that of high school students, and the difference is significant. Internal motivation and external motivation are not significant in gender differences. Rural middle school students' biological learning motivation in Henan Province showed a tendency of weakening first and then strengthening with the increase of grade. Internal motivation gradually weakened and finally tended to steady, while external motivation gradually increased. In each dimension of influencing factors, the average score of teacher-student relationship and biology teacher dimension is higher, but the average score is lower in need level, values, parental support, biological wind and attribution style. The demand of junior middle school students at safety level is significantly lower than that of high school students, but there is no significant difference in other needs levels. The average scores of parents' support and biology style of junior middle school students were significantly lower than those of high school students, but there was no significant difference between junior high school students and high school students in other dimensions. In view of the above conclusions, the author puts forward the following optimization strategies for biology teaching in rural middle schools in Henan province: pay attention to the internalization of students' external motivation in senior middle school, strengthen the cohesion of biology teaching in middle and high schools, and construct biological learning community. Parents should pay more attention to biology study and promote the construction of biology study style of middle school students in rural areas. The aim of this paper is to optimize the motivation of biology learning of middle school students in rural areas, to improve the efficiency of classroom learning of middle school students, and to promote the reform of quality education.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

【参考文献】