广西远程高等教育残疾学生学习动机研究

发布时间：2018-09-07 20:25

【摘要】：本研究以《广西远程高等教育残疾学生学习动机调查问卷》为工具,对209名远程教育残疾学生进行问卷调查,并辅以访谈部分学生、教师和相关领导,重点探究各年级、专业学生的学习动机。发现学生的学习动机可能存在以下特点： 1.学习动机各因子在性别上无显著性差异,但从综合指标得分来看,女生的学习动机高于男生。 2.职业发展因子在年龄上存在显著性差异,求知兴趣、回报社会、外在期望与社会关系因子在年龄上则无显著性差异。 3.社会关系因子在民族上存在显著性差异,求知兴趣、回报社会、外在期望与职业发展因子在民族上则无显著性差异。 4.求知兴趣、外在期望与社会关系因子在地域上存在显著性差异,回报社会与职业发展因子在地域上则无显著性差异。 5.职业发展和社会关系因子在专业上存在显著性差异,求知兴趣、回报社会、外在期望在专业上则无显著性差异。 6.总校三个年级的综合指标分别为13.082、0.173、3.298,阳光班大一学生的学习动机最强烈,大三次之,大二最弱。上述学习动机特点可能主要受三方面因素的影响,即生理因素、心理因素和社会文化因素。为较好地激发他们的学习动机,提高教育质量,本文建议：建立健全社会保障制度；完善社会支持服务体系；提供个性化教学服务；家校合作；鼓励学生探究学习。
[Abstract]:Using the questionnaire of Learning motivation of disabled students in distance higher Education in Guangxi as a tool, 209 students with disabilities in distance education were investigated by questionnaire, and some students, teachers and related leaders were interviewed. The motivation of major students. It is found that students' learning motivation may have the following characteristics: 1. There was no significant difference in all factors of learning motivation, but from the comprehensive index score, the learning motivation of girls was higher than that of boys. There were significant differences in age between career development factors, interest in learning, social return, external expectation and social relationship factors. 3. 3. There were significant differences in social relationship factors among nationalities, but there was no significant difference between external expectations and career development factors in ethnic groups. 4. There were significant differences in the factors of knowledge interest, external expectation and social relationship, but there was no significant difference in the factors of reward social and career development in the region. 5. There were significant differences in professional development and social relationship factors. There was no significant difference in professional interest, interest in knowledge and social return, while there was no significant difference in external expectation. 6. The comprehensive index of the three grades in the General School is 13.0820.173 and 3.298 respectively. The freshmen in the Sunshine Class have the strongest learning motivation, the third grade is the third year, and the second year is the weakest. The characteristics of the above learning motivation may be mainly affected by three factors, namely, physiological factors, psychological factors and sociocultural factors. In order to stimulate their learning motivation and improve the quality of education, this paper suggests: establishing and perfecting the social security system; perfecting the social support service system; providing individualized teaching services; cooperation between home and school; encouraging students to explore learning.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G76

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