中职德育课学生学习动机研究

发布时间：2018-07-16 11:14

【摘要】：中等职业教育是我国现代职业教育体系的重要组成部分，中等职业学校是中等职业教育的办学主体。中等职业学校德育课包括“职业生涯规划”、“职业道德与法律”、“经济政治与社会”、“哲学与人生”四门课程，是学校德育工作的主渠道，是各专业学生必修的基础课，是对学生进行思想政治教育、法制教育、职业道德和职业指导教育、创业教育以及心理健康教育等的主阵地。当前，中职生德育课学习积极性不高，其动机水平较低，，研究如何提高学生的学习动机具有重要意义。本研究主要包含以下五个方面的内容：一是从动机的概念入手，对心理学中的动机、学习动机概念进行分析，指出了动机的分类，对主要的学习动机理论进行了简要介绍。从理论层面上为研究的开展奠定基础。二是采用文献研究法，对已有关于中职生学习动机的研究文献进行了归纳整理。总体上看，对中职生学习动机的研究还比较薄弱，表现为成果的数量偏少、质量偏低。对已有研究文献进行了综述，指出了现有研究存在的不足，从中归纳出中职生学习动机的特点。为后续调查研究提供依据。三是通过对中职人才培养目标、中职德育目标、中职德育课程设置、中职德育课的特点等方面的阐述，从宏观层面阐述中职德育课的地位，并且提出中职德育课要体现职业的思想教育性、专业的人文综合性、岗位的实践育人性，从而凸显中职德育课激发学生学习动机的价值。四是立足实际，结合现有研究编制问卷，对中职德育课学习动机进行现状调研。从学生的动机类型、学习兴趣、学习动机归因、德育课教材对动机的影响、学生的成就动机、德育课教师素质等方面进行了问卷调查，并借助动机理论，对调查结果进行了深入分析。中职生德育课学习更看重获得高分，不少学生认为德育课是学校安排的课程，不得不学，显示德育课学习动机以外部的直接动机为主，学习的认知内驱力和自我提高内驱力较弱。学生对德育课的学习兴趣中等偏下，德育课上学生参与状况较差。接近一半的学生对通过努力学习取得好的学习成绩充满信心，但也有不少同学对德育课学习归因不正确。德育课教材是影响学生学习动机的一个重要因素，调查发现，当前德育课教材整体上偏难，可读性不够。另外，教师素质是影响德育课学习的一个重要方面，学生希望教师讲课能幽默风趣，希望教师对学生能多一些关爱。五是在问卷调查和文献研究的基础上，提出了中职德育课激发学习动机的策略。认为教师科学设计学习任务是激发学习动机的重要途径；课堂上学生是否具有自主学习的权力影响到学习动机；恰当的教学方法能够有效激发学生学习动机；学生能够得到及时合理地评价和必要的归因训练，是激发学生学习动机不可忽视的方面。中职生德育课学习动机既有一般学习动机的特点，又具有特殊性。对德育课学习动机的研究成果，对其他文化课学习动机的研究有参考价值，同时对中职有效开展德育工作也具有重要意义。
[Abstract]:Secondary vocational education is an important part of the modern vocational education system in China. Secondary vocational schools are the main body of secondary vocational education. Moral education courses in secondary vocational schools include "career planning", "professional ethics and law", "economic politics and society", "philosophy and life" four courses, is the school moral education work. The main channel is the basic course required for various professional students. It is the main position for the students to carry out ideological and political education, legal education, professional ethics and vocational guidance education, entrepreneurship education and psychological health education. At present, the middle vocational students' moral education is not very active in learning, and the level of its dynamic machine is low, so it studies how to improve the students' learning machine tools. It is of great significance. This study mainly includes the following five aspects:
First, it begins with the concept of motivation, analyzes the motivation in psychology, the concept of learning motivation, points out the classification of motivation, and gives a brief introduction to the main theory of learning motivation. It lays the foundation for the development of the research on the theoretical level.
The two is to use the literature research method, to summarize the existing research literature on the learning motivation of secondary vocational students. On the whole, the study on the learning motivation of secondary vocational students is still relatively weak, showing that the number of results is less and the quality is low. The characteristics of Vocational Students' learning motivation.
The three is to elaborate the position of the secondary vocational moral education course through the goal of training the secondary vocational education, the goal of moral education in secondary vocational school, the course setting of secondary vocational education and the characteristics of the secondary vocational moral education, and put forward that the moral education in the secondary vocational school should reflect the ideological and educational nature of the profession, the humanistic comprehensiveness of the professional and the practice of the post. The moral education class inspires the students' learning motivation.
The four is based on the actual situation, combined with the existing research and compilation of the questionnaire to investigate the status of the learning motivation of the secondary vocational moral education. From the types of motivation, learning interest, Learning Motivation Attribution, the influence of the teaching material to the motivation, the students' achievement motivation, the quality of the moral education teachers and so on. Some students think that moral education is a course arranged by the school, and it has to be studied. It shows that the motivation of moral education is mainly based on external direct motivation, and the internal drive and self improvement of learning are weak. The students' participation in the course of education is poor. Nearly half of the students are full of confidence in getting good results through hard work, but many students are not properly attributable to the study of moral education. The teaching materials of moral education are an important factor affecting the students' learning motivation. In addition, the quality of teachers is an important aspect affecting the learning of moral education. Students hope that teachers' lectures can be humorous and interesting, and hope teachers can have more love for their students.
Five, on the basis of questionnaire survey and literature study, the strategy of stimulating learning motivation in secondary vocational moral education is put forward. It is considered that the teacher's scientific design learning task is an important way to stimulate learning motivation; whether the students have the power of autonomous learning affects the learning motivation in the classroom; the exact teaching method can effectively stimulate the students' learning. Motivation, students can get timely and reasonable evaluation and necessary attribution training, is to stimulate students' learning motivation can not be ignored.
The learning motivation of the secondary vocational school students is not only characterized by the characteristics of general motivation, but also special. The research results on the motivation of the moral education course have a reference value to the study of the learning motivation of other cultural courses, and it is also of great significance to the effective development of moral education in the secondary vocational school.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G711

【参考文献】