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动机是人们指向某一目标,激发或抑制某个行为的愿望或意向。学生在进行艺术课程的学习时同样也会产生各自的运动动机。作者分别调查研究学生在学习舞蹈、音乐、美术等课程时所产生的动机,以及动机对学习状态、效果的影响。研究结果显示学生在学习不同的课程时内心所产生的学习情境动机是不同的,教师在教学时所采用的教学方法要“因课而异”。情境动机维度之间的相关性研究显示,学生在学习同一课程的过程中学习情境动机的四个变量维度呈高度相关。回归分析显示“内部动机”可与“缺乏动机”与“鉴别原则”互为显著预测。“外化原则”与“鉴别原则”互为显著预测。本文有助于教师更深入的了解学生的内心情况,使艺术课程教师在教学过程中可以更为准确的选择正确的教学方法进行教学,提高教学质量,提高学生的运动动机。
Motivation is the desire or intention of a person to point to a certain goal, to stimulate or repress an action. Students also have their own motor motivation when studying art classes. The authors investigate the motivation of students in learning dance, music, art and other courses, as well as the impact of motivation on learning status and effectiveness. The research results show that the motivation of learning situation generated by students in different courses is different, and the teaching methods used by teachers in teaching are different according to the curriculum. Correlation studies of contextual motivation dimensions show that students are highly correlated with the four variable dimensions of learning contextual motivation in learning the same course. Regression analysis shows that “internal motivation ” can be significantly predicted with “lack of motivation ” and “identification principle ”. “Principle of externalization ” and “Identification principle ” each other significant prediction. This article helps teachers to better understand the inner situation of students, so that art teachers in the teaching process can be more accurate choice of the correct teaching methods for teaching, improve teaching quality, improve students motivation.