【摘要】：21世紀的中國是一個信息化的社會�？萍及l(fā)展突飛猛進,社會信息的流通速度日益加快,人們獲取信息的途徑也日益便捷和多樣化�？茖W的發(fā)展和社會的進步,給人類帶來了龐大的信息量和多元化的價值觀。在全球經(jīng)濟化、政治多極化、生存數(shù)字化、文化多元化的社會大環(huán)境下,學生的價值觀形成在往往受到各種思想不同程度的影響。由于中學生尚未完全建立完整的價值觀,因此,面對形形色色的各種社會現(xiàn)象和觀念,他們往往無法做出正確的判斷和選擇,極易受到不良觀念的沖擊,從而在很大程度上影響學習的積極性。在一些基層非重點中學,受“讀書無用”和功利化思想影響,不少學生學習動機缺乏,甚至產(chǎn)生厭學的心理。面對這種情況,許多教師都在積極探索激發(fā)學生自主學習的方法,希望能夠喚醒學生的學習動機。本文根據(jù)前人研究的學習動機理論,結合自己的教學經(jīng)驗,總結激發(fā)學習動機的一些策略。從這些策略,選取其中的problem based learning (PBL)教學為主,結合課后作業(yè)、提供一定的自主權和每節(jié)課給予明確的學習目標,來激發(fā)學生的學習動機,并與傳統(tǒng)的傳授教學法進行比較判斷其效果。研究表明,用激發(fā)學習動機的策略進行教學,對提高學生的學習動機明顯更為有效,能更快速、更穩(wěn)步地提高學習成績,并在一定時期內(nèi)保持對學習的積極性。同時,研究還發(fā)現(xiàn),該方法對原先成績較差的學生更有效,對男生的效果也好過女生。提高學生的學習動機水平,可以使學生和教師關系更加和諧,使生物學的教學質量得到提高。學生的學習動機一旦被有效激發(fā),即可充分調動學生學習的積極性和主動性,有效提高學生的情感水平和認知水平,有利于學生的終身發(fā)展。
[Abstract]:China in the 21 st century is an information society. With the rapid development of science and technology, the circulation of social information is speeding up day by day, and the ways of obtaining information are becoming more and more convenient and diversified. The development of science and the progress of society have brought enormous amount of information and diversified values to human beings. In the social environment of global economy, political multipolarization, digitization of existence and cultural diversity, the formation of students' values is often influenced by different degrees of thought. Because the middle school students have not completely established the complete values, therefore, in the face of all kinds of social phenomena and ideas, they are often unable to make correct judgments and choices, so they are vulnerable to the impact of bad ideas. Thus to a large extent affect the enthusiasm of learning. In some non-key middle schools at the basic level, influenced by "useless reading" and utilitarian thinking, many students lack motivation for learning and even produce the psychology of weariness of learning. Faced with this situation, many teachers are actively exploring ways to stimulate students' autonomous learning, hoping to awaken students' learning motivation. According to the theory of learning motivation studied by predecessors, this paper summarizes some strategies to stimulate learning motivation by combining their own teaching experience. From these strategies, we choose problem based learning (PBL) teaching as the main part, combine with homework, and provide some autonomy and specific learning goals for each class to stimulate the students' learning motivation. And compare with the traditional teaching method to judge its effect. The study shows that teaching with strategies to stimulate learning motivation is more effective in improving students' learning motivation, can improve their academic achievement more quickly and steadily, and keep their enthusiasm for learning in a certain period of time. At the same time, the study also found that the method was more effective for students with poor grades and better for boys than girls. Improving students' learning motivation can make the relationship between students and teachers more harmonious and improve the teaching quality of biology. Once the students' learning motivation is effectively stimulated, they can fully arouse the students' enthusiasm and initiative in learning, effectively improve the students' emotional level and cognitive level, which is conducive to the lifelong development of students.
【學位授予單位】：福建師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

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