基于激励理论的小学二年级词语教学的应用研究
发布时间：2018-08-05 12:03
【摘要】：激励是企业管理中的一个重要概念,在管理心理学研究的领域中,激励问题在整个20世纪都颇受关注。激励指的是持续激发人的动机的心理过程,具体来说,是指人在内外诱因的刺激下引起需要,需要引起动机,动机引起行为,最后通过激励手段以达到调动行为积极性的作用。从这个意义上来讲,激励不仅可以适用于企业管理,也可运用于教学管理。近年来,很多学者开始探究激励问题在教学中的运用。然而,对于具体的激励理论在教学中的探讨及相关的实证研究还相当缺少。针对此现象,本研究以小学二年级的学生为实验被试,以自主学习汉语词语为实验任务,通过预实验和正式实验,对目标激励和强化激励的激励效果、心理机制及其对不同学生的应用等问题做了初步探讨。以期检验管理上的激励理论能否运用到教学中,并且比较不同的激励方式作用效果如何,对不同的学生是否有不同的激励效果。实验中,我们采用目标激励、强化激励和控制组的单因素实验设计,通过前测,将被试平均分成三组。对于目标激励组的被试,我们告诉他们要学习和记忆下发的词语,15天后要听写,并且安排他们每天学习四个词语；对于强化激励的被试,主试会根据作业情况给予表扬和奖励；作为对照,控制组的被试不给于任何激励措施。15天后,对所有被试进行听写测试和认读测试,结果发现,实行目标激励和强化激励的学生听写成绩都显著好于控制组,但是目标激励和强化激励两者之间没有差异。考虑到学生的学习能力差异,根据前测成绩把学生分为学优生和学困生,将学生的类型纳入进来,进行两因素方差分析,结果发现学生类型跟激励方式之间存在交互作用,进一步分析发现,目标激励和强化激励两种激励方式对于学优生都有显著的激励作用,但对于学困生来讲,只有强化激励起到了促进作用,目标激励效果不显著。针对此结果,我们从激励理论的心理机制角度进行了深入的分析和探讨,从而得出结论。最后,从研究结论和研究设计上探讨了本研究的理论价值和实践意义,从研究设计和方法上反思了本研究的不足,并对今后的研究提出了设想和展望。
[Abstract]:Motivation is an important concept in enterprise management. In the field of management psychology, incentive problem has attracted much attention in the whole 20th century. Motivation refers to the psychological process that stimulates human motivation continuously. Specifically, it refers to the need, motivation and behavior caused by the stimulation of internal and external inducements, and finally to achieve the role of motivating behavior by means of incentives. In this sense, motivation can be applied not only to enterprise management, but also to teaching management. In recent years, many scholars began to explore the use of motivation in teaching. However, the specific incentive theory in teaching and related empirical research is still lacking. In view of this phenomenon, this study takes the second grade students as the experimental subjects and the autonomous learning of Chinese words as the experimental task, through pre-experiment and formal experiment, the incentive effect of target motivation and reinforcement incentive is achieved. The psychological mechanism and its application to different students are discussed. In order to test whether the incentive theory of management can be applied to the teaching, and compare the effect of different incentive ways, whether the different students have different incentive effects. In the experiment, we used the single-factor experiment design of target motivation, reinforcement incentive and control group, and divided the subjects into three groups by pre-test. For the goal-motivated group, we told them to learn and remember the words sent out 15 days after the dictation, and arranged for them to learn four words every day, for the reinforcement of motivation, the subject will give praise and reward according to the work situation; In contrast, the subjects in the control group were given dictation and recognition tests after 15 days without any incentive measures. The results showed that the dictation scores of the students with goal motivation and enhanced motivation were significantly better than those of the control group. But there is no difference between goal motivation and reinforcement incentive. Considering the difference of students' learning ability, the students are divided into excellent students and students with learning difficulties according to their pre-test results, and the types of students are included in the analysis of variance of two factors. The results show that there is interaction between the types of students and the ways of motivation. Further analysis shows that both goal incentive and reinforcement incentive play a significant role in stimulating the students with learning disabilities, but for the students with learning difficulties, only the reinforcement incentive plays a promoting role, but the goal incentive effect is not significant. In view of this result, we have carried on the thorough analysis and the discussion from the motivation theory psychological mechanism angle, thus obtains the conclusion. Finally, the theoretical value and practical significance of this study are discussed from the research conclusion and design. The deficiency of this study is reflected from the research design and method, and the future research is proposed.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
本文编号：2165738
[Abstract]:Motivation is an important concept in enterprise management. In the field of management psychology, incentive problem has attracted much attention in the whole 20th century. Motivation refers to the psychological process that stimulates human motivation continuously. Specifically, it refers to the need, motivation and behavior caused by the stimulation of internal and external inducements, and finally to achieve the role of motivating behavior by means of incentives. In this sense, motivation can be applied not only to enterprise management, but also to teaching management. In recent years, many scholars began to explore the use of motivation in teaching. However, the specific incentive theory in teaching and related empirical research is still lacking. In view of this phenomenon, this study takes the second grade students as the experimental subjects and the autonomous learning of Chinese words as the experimental task, through pre-experiment and formal experiment, the incentive effect of target motivation and reinforcement incentive is achieved. The psychological mechanism and its application to different students are discussed. In order to test whether the incentive theory of management can be applied to the teaching, and compare the effect of different incentive ways, whether the different students have different incentive effects. In the experiment, we used the single-factor experiment design of target motivation, reinforcement incentive and control group, and divided the subjects into three groups by pre-test. For the goal-motivated group, we told them to learn and remember the words sent out 15 days after the dictation, and arranged for them to learn four words every day, for the reinforcement of motivation, the subject will give praise and reward according to the work situation; In contrast, the subjects in the control group were given dictation and recognition tests after 15 days without any incentive measures. The results showed that the dictation scores of the students with goal motivation and enhanced motivation were significantly better than those of the control group. But there is no difference between goal motivation and reinforcement incentive. Considering the difference of students' learning ability, the students are divided into excellent students and students with learning difficulties according to their pre-test results, and the types of students are included in the analysis of variance of two factors. The results show that there is interaction between the types of students and the ways of motivation. Further analysis shows that both goal incentive and reinforcement incentive play a significant role in stimulating the students with learning disabilities, but for the students with learning difficulties, only the reinforcement incentive plays a promoting role, but the goal incentive effect is not significant. In view of this result, we have carried on the thorough analysis and the discussion from the motivation theory psychological mechanism angle, thus obtains the conclusion. Finally, the theoretical value and practical significance of this study are discussed from the research conclusion and design. The deficiency of this study is reflected from the research design and method, and the future research is proposed.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
【参考文献】
中国期刊全文数据库 前1条
1 叶桂青;陈顺森;;班主任激励风格对高中生学业自我效能感及其与考试焦虑关系的影响[J];漳州师范学院学报(自然科学版);2009年02期
中国硕士学位论文全文数据库 前1条
1 毛雁南;激励理论在初中思想品德课教学中的应用研究[D];扬州大学;2014年
，本文编号：2165738
本文链接：https://www.wllwen.com/jiaoyulunwen/xiaoxuejiaoyu/2165738.html
