中職德育課學(xué)生學(xué)習(xí)動機研究
發(fā)布時間：2018-07-16 11:14
【摘要】：中等職業(yè)教育是我國現(xiàn)代職業(yè)教育體系的重要組成部分，中等職業(yè)學(xué)校是中等職業(yè)教育的辦學(xué)主體。中等職業(yè)學(xué)校德育課包括“職業(yè)生涯規(guī)劃”、“職業(yè)道德與法律”、“經(jīng)濟政治與社會”、“哲學(xué)與人生”四門課程，是學(xué)校德育工作的主渠道，是各專業(yè)學(xué)生必修的基礎(chǔ)課，是對學(xué)生進行思想政治教育、法制教育、職業(yè)道德和職業(yè)指導(dǎo)教育、創(chuàng)業(yè)教育以及心理健康教育等的主陣地。當前，中職生德育課學(xué)習(xí)積極性不高，其動機水平較低，，研究如何提高學(xué)生的學(xué)習(xí)動機具有重要意義。本研究主要包含以下五個方面的內(nèi)容： 一是從動機的概念入手，對心理學(xué)中的動機、學(xué)習(xí)動機概念進行分析，指出了動機的分類，對主要的學(xué)習(xí)動機理論進行了簡要介紹。從理論層面上為研究的開展奠定基礎(chǔ)。 二是采用文獻研究法，對已有關(guān)于中職生學(xué)習(xí)動機的研究文獻進行了歸納整理�？傮w上看，對中職生學(xué)習(xí)動機的研究還比較薄弱，表現(xiàn)為成果的數(shù)量偏少、質(zhì)量偏低。對已有研究文獻進行了綜述，指出了現(xiàn)有研究存在的不足，從中歸納出中職生學(xué)習(xí)動機的特點。為后續(xù)調(diào)查研究提供依據(jù)。 三是通過對中職人才培養(yǎng)目標、中職德育目標、中職德育課程設(shè)置、中職德育課的特點等方面的闡述，從宏觀層面闡述中職德育課的地位，并且提出中職德育課要體現(xiàn)職業(yè)的思想教育性、專業(yè)的人文綜合性、崗位的實踐育人性，從而凸顯中職德育課激發(fā)學(xué)生學(xué)習(xí)動機的價值。 四是立足實際，結(jié)合現(xiàn)有研究編制問卷，對中職德育課學(xué)習(xí)動機進行現(xiàn)狀調(diào)研。從學(xué)生的動機類型、學(xué)習(xí)興趣、學(xué)習(xí)動機歸因、德育課教材對動機的影響、學(xué)生的成就動機、德育課教師素質(zhì)等方面進行了問卷調(diào)查，并借助動機理論，對調(diào)查結(jié)果進行了深入分析。中職生德育課學(xué)習(xí)更看重獲得高分，不少學(xué)生認為德育課是學(xué)校安排的課程，不得不學(xué)，顯示德育課學(xué)習(xí)動機以外部的直接動機為主，學(xué)習(xí)的認知內(nèi)驅(qū)力和自我提高內(nèi)驅(qū)力較弱。學(xué)生對德育課的學(xué)習(xí)興趣中等偏下，德育課上學(xué)生參與狀況較差。接近一半的學(xué)生對通過努力學(xué)習(xí)取得好的學(xué)習(xí)成績充滿信心，但也有不少同學(xué)對德育課學(xué)習(xí)歸因不正確。德育課教材是影響學(xué)生學(xué)習(xí)動機的一個重要因素，調(diào)查發(fā)現(xiàn)，當前德育課教材整體上偏難，可讀性不夠。另外，教師素質(zhì)是影響德育課學(xué)習(xí)的一個重要方面，學(xué)生希望教師講課能幽默風(fēng)趣，希望教師對學(xué)生能多一些關(guān)愛。 五是在問卷調(diào)查和文獻研究的基礎(chǔ)上，提出了中職德育課激發(fā)學(xué)習(xí)動機的策略。認為教師科學(xué)設(shè)計學(xué)習(xí)任務(wù)是激發(fā)學(xué)習(xí)動機的重要途徑；課堂上學(xué)生是否具有自主學(xué)習(xí)的權(quán)力影響到學(xué)習(xí)動機；恰當?shù)慕虒W(xué)方法能夠有效激發(fā)學(xué)生學(xué)習(xí)動機；學(xué)生能夠得到及時合理地評價和必要的歸因訓(xùn)練，是激發(fā)學(xué)生學(xué)習(xí)動機不可忽視的方面。 中職生德育課學(xué)習(xí)動機既有一般學(xué)習(xí)動機的特點，又具有特殊性。對德育課學(xué)習(xí)動機的研究成果，對其他文化課學(xué)習(xí)動機的研究有參考價值，同時對中職有效開展德育工作也具有重要意義。
[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.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G711
本文編號：2126209
[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.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G711
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