化学分层递进教学中学生学习动机的研究
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摘要
学习动机是直接推动学生进行学习的内部动力，是提高教学效果的关键因素。它是教育工作者十分关注的重要问题。因此，学习动机是教育理论研究者、有关心理学家等研究最多的领域之一。美国南弗罗里达大学的凯勒教授综合了当今许多有关动机研究的理论，认为引起学生学习动机的要素有四个：注意(Attention)、针对性(Relevance)、自信(Confidence)和满意感(Satisfaction)，简称ARCS动机设计模式。ARCS动机设计模式自提出以来，许多国家的教育研究人员、教师将这种理论应用于教学实践，其有效性得到了许多教学实验的验证。我国的许多教育研究者为适应素质教育的要求，重视对动机设计教学的理论研究和实践研究。
本文是以初三年级两个普通班的化学学科为实验对象，将ARCS动机设计模式应用于化学的课堂教学。根据初三化学的内容特点，我们将其分为元素化合物知识课、理论课、学生实验课以及复习课等课型，以ARCS动机设计理论为指导，把动机策略：注意策略、针对性策略、自信策略和满意感策略四个要素有机地结合起来，再以某一种动机策略为重点，兼顾其他动机策略，对化学课堂的教学过程进行必要的动机设计，然后实施于课堂教学过程中间。通过对教学效果进行分析，教学效果基本上达到预定的要求：教学不仅具有效果和效率，而且更富有吸引力。同时，由于在现阶段对于学生学习化学的动机情感，尚缺乏一个有效的测量工具，不能对其进行比较科学、精确的评价，而使评价仅仅停留在口头表述或鉴定上，因此我们制订了一套自陈式的“化学动机情感问卷调查”表，以测定学生学习化学的动机情感，它包括兴趣、体验、自信、归因以及就动机五个方面的内容，通过对本问卷调查的试验，并对其进行信度检验、效度检验，结果表明，本问卷调查的效度系数、信度系数都是比较高的，在0.01水平，都达到了统计学上的显著性。
通过一个学期的教学实验，我们得到如下结论：
1．将动机设计模式应用于具体的课堂教学实践，不仅能够大面积地提高学生的化学成绩，而且也可以使学生的动机情感得到明显的发展，学生整体素质得到提高。
2．将动机设计模式应用于教学实践的过程，是提高教师理论水准的过程，因此本教学实验也有利于教师整体素质的提高。
3．将微型实验引进化学课堂，是提高学生化学兴趣的一条重要途径。
4．注重学生的情感教育是促进学生动机情感发展的一条重要途径。
5．本问卷调查具有较高效度和信度，它可用于学生团体的测验或个体的测验。
6．本问卷调查可以帮助教师对学生学习化学动机情感状况的掌握，也有利于学生了解自己，促进自我发展。
7．本问卷调查可以促使家长配合学校教育，共同促进学生身心健康地发展。
8．本问卷调查可以为学校的德育工作提供有效的评价依据。
在结论综述部分，本文指出了有待于进一步深入研究探讨的问题。
Learning motivation is the inner drive that spurs students on in their study and the key factor to improve teaching efficiency. Consequently, it attracts much attention from teachers, and it is one of the most studied domains with which educationists and psychologists concern. Professor J.M. Keller in South Florida University in American s~thesized many cunent theories relevant to motivation and concluded that there were four factors affecting students' motivation: Attention, Relevance, confidence and satisfaction, the ARCS motivation design model for short Since its biithday, this kind of teaching design has been applied in classroom teaching practice by educational researchers and teachers in many countries and has also been proved effective. In recent years, to meet the requirements of quality education, many educational researchers in our counny begin to pay attention to the theoretical and practical study on motivation design teaching.
Taking the chemistiy course of two ordinazy classes in Grade 3 in junior high school as the experiment subject, this thesis is about the teaching process of applying the ARCS motivation design model in special subjects. Based on the c;haracteristics of the chemistiy subject in Grade 3 in junior high school, we divided it into ultimate element and chemical compound lectures, theoretical lectures. experiment and revision. Under the guidance of ARCS motivation design theor~ we integrate all the motivational strategies organically: i.e. strategy of Attention, strategy of Relevance~ strategy of Confidence and strategy of Satisfaction, so as to make motivation design in accordance with the teaching of chemistzy lecture before carzying it out in real teaching process. Through the analysis of the teaching result of different lecture types, we found that the experiment basically achieved the teaching requirements: Motivation design teaching is not only efficient and effective but also attractive. At the same time, considering that we can't get a scientific and accurate evaluation on students' motivation without a valid testing tool, only evaluating oral expression and appraisal, we made an open questionnaire on students' motivation and emotion in learning chemisuy to test it The questionnaire covers students' intereSt~. experience~. confidence. attribution and achievement motivation. Through the validity test and reliability test on the questionnaire, it proved that the validity coefficient and reliability coefficient of this questionnaire are so high as up to the level of 0.01 and reached the notability in statistics.
Afier one semester's teaching experiment, we can get the following conclusions:
1. Applying the motivation design model to specific classroom teaching can not only improve students' achievement on an all-out scale, but also develop their motivation and emotion and help them develop considerably;
2. The process of putting motivation design model into teaching practice is also a process of raising teachers' theories level. So it is helpful in bettering teachers' entire quality;
3. Introducing the micro-experiment into chemistty class is a good way to enhance students' interest in chemisUy;
4. laying stress on emotional education after class is a vety important way developing students'
II
motivation and emotion;
5. With high validity and re1iabilit~ the questionnaire can be used in gnup test or individual test;
6. The questionnaire is helpful in improving teachers understanding of students' motivation and emotion in learning chemistzy and student's self-understanding physically and mentally;
7. The questionnaire can impel parents to cooperate with school to help students develop soundly;
8. The questionnaire can provide a valid evalution criterion for moral education.
In the conclusion, this paper puts forward some problems need fuither studying.
本文是以初三年级两个普通班的化学学科为实验对象，将ARCS动机设计模式应用于化学的课堂教学。根据初三化学的内容特点，我们将其分为元素化合物知识课、理论课、学生实验课以及复习课等课型，以ARCS动机设计理论为指导，把动机策略：注意策略、针对性策略、自信策略和满意感策略四个要素有机地结合起来，再以某一种动机策略为重点，兼顾其他动机策略，对化学课堂的教学过程进行必要的动机设计，然后实施于课堂教学过程中间。通过对教学效果进行分析，教学效果基本上达到预定的要求：教学不仅具有效果和效率，而且更富有吸引力。同时，由于在现阶段对于学生学习化学的动机情感，尚缺乏一个有效的测量工具，不能对其进行比较科学、精确的评价，而使评价仅仅停留在口头表述或鉴定上，因此我们制订了一套自陈式的“化学动机情感问卷调查”表，以测定学生学习化学的动机情感，它包括兴趣、体验、自信、归因以及就动机五个方面的内容，通过对本问卷调查的试验，并对其进行信度检验、效度检验，结果表明，本问卷调查的效度系数、信度系数都是比较高的，在0.01水平，都达到了统计学上的显著性。
通过一个学期的教学实验，我们得到如下结论：
1．将动机设计模式应用于具体的课堂教学实践，不仅能够大面积地提高学生的化学成绩，而且也可以使学生的动机情感得到明显的发展，学生整体素质得到提高。
2．将动机设计模式应用于教学实践的过程，是提高教师理论水准的过程，因此本教学实验也有利于教师整体素质的提高。
3．将微型实验引进化学课堂，是提高学生化学兴趣的一条重要途径。
4．注重学生的情感教育是促进学生动机情感发展的一条重要途径。
5．本问卷调查具有较高效度和信度，它可用于学生团体的测验或个体的测验。
6．本问卷调查可以帮助教师对学生学习化学动机情感状况的掌握，也有利于学生了解自己，促进自我发展。
7．本问卷调查可以促使家长配合学校教育，共同促进学生身心健康地发展。
8．本问卷调查可以为学校的德育工作提供有效的评价依据。
在结论综述部分，本文指出了有待于进一步深入研究探讨的问题。
Learning motivation is the inner drive that spurs students on in their study and the key factor to improve teaching efficiency. Consequently, it attracts much attention from teachers, and it is one of the most studied domains with which educationists and psychologists concern. Professor J.M. Keller in South Florida University in American s~thesized many cunent theories relevant to motivation and concluded that there were four factors affecting students' motivation: Attention, Relevance, confidence and satisfaction, the ARCS motivation design model for short Since its biithday, this kind of teaching design has been applied in classroom teaching practice by educational researchers and teachers in many countries and has also been proved effective. In recent years, to meet the requirements of quality education, many educational researchers in our counny begin to pay attention to the theoretical and practical study on motivation design teaching.
Taking the chemistiy course of two ordinazy classes in Grade 3 in junior high school as the experiment subject, this thesis is about the teaching process of applying the ARCS motivation design model in special subjects. Based on the c;haracteristics of the chemistiy subject in Grade 3 in junior high school, we divided it into ultimate element and chemical compound lectures, theoretical lectures. experiment and revision. Under the guidance of ARCS motivation design theor~ we integrate all the motivational strategies organically: i.e. strategy of Attention, strategy of Relevance~ strategy of Confidence and strategy of Satisfaction, so as to make motivation design in accordance with the teaching of chemistzy lecture before carzying it out in real teaching process. Through the analysis of the teaching result of different lecture types, we found that the experiment basically achieved the teaching requirements: Motivation design teaching is not only efficient and effective but also attractive. At the same time, considering that we can't get a scientific and accurate evaluation on students' motivation without a valid testing tool, only evaluating oral expression and appraisal, we made an open questionnaire on students' motivation and emotion in learning chemisuy to test it The questionnaire covers students' intereSt~. experience~. confidence. attribution and achievement motivation. Through the validity test and reliability test on the questionnaire, it proved that the validity coefficient and reliability coefficient of this questionnaire are so high as up to the level of 0.01 and reached the notability in statistics.
Afier one semester's teaching experiment, we can get the following conclusions:
1. Applying the motivation design model to specific classroom teaching can not only improve students' achievement on an all-out scale, but also develop their motivation and emotion and help them develop considerably;
2. The process of putting motivation design model into teaching practice is also a process of raising teachers' theories level. So it is helpful in bettering teachers' entire quality;
3. Introducing the micro-experiment into chemistty class is a good way to enhance students' interest in chemisUy;
4. laying stress on emotional education after class is a vety important way developing students'
II
motivation and emotion;
5. With high validity and re1iabilit~ the questionnaire can be used in gnup test or individual test;
6. The questionnaire is helpful in improving teachers understanding of students' motivation and emotion in learning chemistzy and student's self-understanding physically and mentally;
7. The questionnaire can impel parents to cooperate with school to help students develop soundly;
8. The questionnaire can provide a valid evalution criterion for moral education.
In the conclusion, this paper puts forward some problems need fuither studying.
引文
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[5][7][9][17]盛群力 李志强编著．现代教学设计论．杭州．浙江教育出版社 2000(2)版431．432．431
[6].[22] John M. Keller, Motivation Design of Instruction. Ic.C.Reigeluth (ed.)Instructional Design Theories and Models: An Overview of Their Current Satus. Hillsdale, NJ.: Lawence Erlbanm Associates, 1983, 395. 392
[8]. John M Keller & Katsuaki, Use of the ARCS Motivation Model In Courseware Design In D.H. Jonassen ed.). Instructional Designs for Microcomputer Courseware. New York: Lawrence Associates. 1988. 401-434
[10] [11] Jan Visser & John M. Keller.the Clinical Use of Motivational Messages: An Inquiry into the Validity of the ARCS Model of Motivational Design. Instructional Science 1990. 467～500
[12][16]郭德俊 汪玲 李玲．ARCS动机设计模式．首都师范大学学报社科版(京)，1999(5)．91～97
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59. Xiufeng Liu: Categories and Structural Characteristics of Students'Conceptions: An Exploration on the Progressing and Generalization. In. C. the. Annual Meeting of the National Association for Research in Science Teaching. April 20, 1998. San Diego. Ca 84
60. Gabriela C. Weaver. Strategies in K-12 Science Instruction to Promote Conceptual Change, Science
Education. No. 10,1997． 455-472
61． Lingbiao GAO: Cultural Context of School Science Teaching and Learning in the People's Republic of China Science Education. No. 11997． 1-13
62． Louise M. Tyson, Grady. J. Venville, Allan G. Harrison, David F. Treagust A Multidimensional Framework for Interpreting Events in the Classroom. Science Education. Vol. 81, No. 7,1996． 387-404
63． Jame R Wandersee, Joel J. Mintzes Joseph D. Novak: Research on Alternative Conceptions in Science. Learning. 177-201
64． Richard Needham. Teaching Strategies for Developing Understanding in Science. Children's Learning in Science Project June, 19871-37
65． Pendley, Bradford D., Richard L. Bretz & D. Novak, Concept Maps as a Tool to assess Learning in Chemistry, Journal Chemistry Education. 1994,71(1) ,9
66． Alberto Regis, Pier Albetazzi, and Ezioroletto: Concept Maps in Chemistry Education. Journal Chemistry Education. YoL73,No.11,1996． 1084-1088
67． Stephen A Angel and Dornna E Lalonde: Science Success Strategies: An Interdisciplinary Course for Improving Science and Mathematics Education. Journal Chemistry Education. Vol.75, No.11 1998．
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59. Xiufeng Liu: Categories and Structural Characteristics of Students'Conceptions: An Exploration on the Progressing and Generalization. In. C. the. Annual Meeting of the National Association for Research in Science Teaching. April 20, 1998. San Diego. Ca 84
60. Gabriela C. Weaver. Strategies in K-12 Science Instruction to Promote Conceptual Change, Science
Education. No. 10,1997． 455-472
61． Lingbiao GAO: Cultural Context of School Science Teaching and Learning in the People's Republic of China Science Education. No. 11997． 1-13
62． Louise M. Tyson, Grady. J. Venville, Allan G. Harrison, David F. Treagust A Multidimensional Framework for Interpreting Events in the Classroom. Science Education. Vol. 81, No. 7,1996． 387-404
63． Jame R Wandersee, Joel J. Mintzes Joseph D. Novak: Research on Alternative Conceptions in Science. Learning. 177-201
64． Richard Needham. Teaching Strategies for Developing Understanding in Science. Children's Learning in Science Project June, 19871-37
65． Pendley, Bradford D., Richard L. Bretz & D. Novak, Concept Maps as a Tool to assess Learning in Chemistry, Journal Chemistry Education. 1994,71(1) ,9
66． Alberto Regis, Pier Albetazzi, and Ezioroletto: Concept Maps in Chemistry Education. Journal Chemistry Education. YoL73,No.11,1996． 1084-1088
67． Stephen A Angel and Dornna E Lalonde: Science Success Strategies: An Interdisciplinary Course for Improving Science and Mathematics Education. Journal Chemistry Education. Vol.75, No.11 1998．