本文選題：生涯輔導(dǎo) + 學(xué)習(xí)動(dòng)機(jī)��； 參考：《華中師范大學(xué)》2013年碩士論文

【摘要】：學(xué)習(xí)動(dòng)機(jī)是指直接推動(dòng)學(xué)生進(jìn)行學(xué)習(xí)的一種內(nèi)部動(dòng)力,是激勵(lì)和指引學(xué)生進(jìn)行學(xué)習(xí)的一種需要。本研究嘗試通過對高中生開展職業(yè)生涯規(guī)劃教育班會(huì)課來激發(fā)和培養(yǎng)高中生學(xué)習(xí)動(dòng)機(jī),探討其中的機(jī)制原理。 本研究以廣東仲元中學(xué)280名高中生為研究對象,以學(xué)習(xí)動(dòng)機(jī)診斷測驗(yàn)(MAAT)為研究工具,采用實(shí)驗(yàn)組對照組前后測實(shí)驗(yàn)設(shè)計(jì),根據(jù)基于CIP理論的體驗(yàn)式生涯輔導(dǎo)模式,設(shè)計(jì)了生涯輔導(dǎo)主題班會(huì)課,通過開展以職業(yè)生涯輔導(dǎo)規(guī)劃為主題的班會(huì)課,為期十二周共十次實(shí)驗(yàn)處理,分別從溝通、分析、綜合、評估和執(zhí)行這五個(gè)方面就學(xué)生進(jìn)行生涯輔導(dǎo)。 本研究結(jié)果顯示：實(shí)驗(yàn)組和對照組在前測的學(xué)習(xí)動(dòng)機(jī)的各個(gè)維度以及成就動(dòng)機(jī)總分上均無顯著性差異；生涯輔導(dǎo)后,實(shí)驗(yàn)組和對照組后測在知識(shí)技能場面、社會(huì)生活場面、自己責(zé)任性以及要求水平上具有顯著差異。對前測成就動(dòng)機(jī)總分分層研究發(fā)現(xiàn)：總分在中低層次的學(xué)生在多個(gè)維度上分?jǐn)?shù)顯著提高,而前測高成就動(dòng)機(jī)學(xué)生則在某些維度上向適度的動(dòng)機(jī)水平回落。 研究結(jié)論：基于CIP理論的體驗(yàn)式生涯輔導(dǎo)班會(huì)課對學(xué)生的學(xué)習(xí)動(dòng)機(jī)有促進(jìn)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.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G442

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