基于CIP理论的体验式生涯辅导的主题班会课对高中生学习动机的促进作用

发布时间：2018-05-28 03:06

本文选题：生涯辅导 + 学习动机　；参考：《华中师范大学》2013年硕士论文

【摘要】：学习动机是指直接推动学生进行学习的一种内部动力,是激励和指引学生进行学习的一种需要。本研究尝试通过对高中生开展职业生涯规划教育班会课来激发和培养高中生学习动机,探讨其中的机制原理。本研究以广东仲元中学280名高中生为研究对象,以学习动机诊断测验(MAAT)为研究工具,采用实验组对照组前后测实验设计,根据基于CIP理论的体验式生涯辅导模式,设计了生涯辅导主题班会课,通过开展以职业生涯辅导规划为主题的班会课,为期十二周共十次实验处理,分别从沟通、分析、综合、评估和执行这五个方面就学生进行生涯辅导。本研究结果显示：实验组和对照组在前测的学习动机的各个维度以及成就动机总分上均无显著性差异；生涯辅导后,实验组和对照组后测在知识技能场面、社会生活场面、自己责任性以及要求水平上具有显著差异。对前测成就动机总分分层研究发现：总分在中低层次的学生在多个维度上分数显著提高,而前测高成就动机学生则在某些维度上向适度的动机水平回落。研究结论：基于CIP理论的体验式生涯辅导班会课对学生的学习动机有促进作用。
[Abstract]:Learning motivation is a kind of internal motive force that can directly promote students to study, and it is a need to motivate and guide students to study. This study attempts to stimulate and cultivate the learning motivation of senior high school students by carrying out the class meeting of career planning education for senior high school students and to explore the mechanism of it. In this study, 280 senior high school students in Zhongyuan Middle School in Guangdong Province were selected as the research object, and the learning motivation diagnostic test (MAATT) was used as the research tool. The experimental design before and after the control group was adopted, and the experiential career guidance model based on CIP theory was used. This paper designs a class meeting course on career guidance theme, and develops a class meeting class with the theme of career guidance planning. The course lasts for 12 weeks and 10 experiments are conducted, respectively from the aspects of communication, analysis and synthesis. Evaluate and implement these five aspects of career coaching for students. The results showed that there was no significant difference between the experimental group and the control group in each dimension of pre-test learning motivation and the total score of achievement motivation. There are significant differences in their own responsibility and the level of requirements. The study on the total score of pre-test achievement motivation shows that students with total score in middle and low levels have significantly higher scores in multiple dimensions, while students with pre-test achievement motivation fall back to moderate motivation level in some dimensions. Conclusion: the experiential class sessions based on CIP theory can promote students' learning motivation.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G442

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