摘要
学习动机对于学生的自主学习起到推动的作用。在课堂教学之中，教师扮演着激发学生学习动机的重要角色，所谓动机策略就是指教师为激发学生学习的内在动力或实现教学目标而采用的一系列具体的行为方式。动机策略的有效使用不仅能转变学生的学习方式，而且能从根本上提高学习的效果和效率。近年来对于教师动机策略的研究已经取得了一定的成果，其中ARCS动机模型也在课堂教学、教学设计、教师培训等领域有了广泛应用，但是关于教师动机策略在数学教学领域的研究还不够深入。rolling
故从动机策略的角度来分析数学课堂教学，以ARCS动机模型为理论基础和编码框架，进行课堂教学视频分析。主要研究问题包括三个方面：（1）“一师一优课”高中数学部级优课中教师使用了哪些动机策略？（2）“一师一优课”高中数学部级优课中教师动机策略的使用特点？（3）“一师一优课”高中数学部级优课中教师动机策略的运用模式是怎样的？
研究以ARCS动机模型为理论基础，采用文献分析法搜集相关的资料和文献，确定了相关的概念以及动机策略编码系统。以“一师一优课”中20节高中数学部级优课作为研究对象，借助Nvivo11质性分析软件并采用课堂录像编码分析法对课例进行编码分析，为保证编码结果的可靠性，特别进行了二次随机编码核验，各个课例的编码一致性都居于88.46%~100%之间。在编码所得到的原始数据基础上，又借助Excel数据整理和SPSS聚类分析进行了进一步的深入分析，其中包括宏观整体分析、微观案例的密度分析、动态曲线分析、课例以及动机策略维度的聚类分析等。
通过对20节课例进行的研究和分析，结合编码带密度分析和动态曲线分析得出以下研究结果：1.注意策略贯穿课堂始终，变化幅度最大，其中以问题策略和变化策略为主；
2.课堂的教学形式呈现多样化，不同的动机策略交叉使用；
3.部分动机策略的使用与课题内容密切相关；
4.教师越来越注重多媒体呈现方式；
5.教师倾向于使用反馈和表扬作为辅助策略。根据对课例进行聚类分析的结果，把课例类型分为三类：强化类、变化类、多元类；根据对动机策略进行聚类分析的结果，把动机策略重新归类为四类：最受重视、次受重视、次轻视和最轻视。对高中数学教师动机策略的运用模式从新知引入、合作探究、知识应用三个环节进行归纳总结，得出三种模型框架。
通过以上研究结论的分析，结合三位高中数学教师的访谈内容，对教师动机策略的使用提出几点启示：1.重视动机策略的价值，赋予课堂生命力；2.结合不同的教学内容，灵活使用动机策略；3.把握学生的情绪状态，适时激发学习动机；4.及时转换动机策略，维持学生的注意力；5.关注相关性策略的使用，指明目标匹配动机；6.提升自身专业能力，立足学生的长远发展。
关键词：高中数学课堂一师一优课动机策略学习动机
companionABSTRACT
Learning motivation promotes students' autonomous learning. In classroom teaching, teachers play an important role in motivating students' learning motivation. The so-called motivation strategy refers to a ries of specific behaviors adopted by teachers to stimulate the intrinsic motivation of students or to achieve teaching goals. The effective u of motivation strategies can not only transform students' learning methods, but also fundamentally improve the effectiveness and efficiency of learning. In recent years, rearch on teacher motivation strategies has achieved certain results. Among them, the ARCS motivation model has been widely ud in classroom teaching, teaching design, teacher training and other fields, but the rearch on teacher motivation strategies in the field of mathematics teaching is not enough.
Therefore, to analyze mathematics classroom teaching from the perspective of motivational strategies, and u ARCS motivational models as the theoretical basis and coding framework to conduct classroom video analysis. The main rearch questions include three aspects: (1) What motivational strategies did the teachers u in the "one teacher, one excellent cour" high school mathematics department-level excellent cour? (2) What are the characteristics of teachers' motivational strategies in "one teacher, one excellent cour" in nior high school mathematics? (3)
What is the application model of the teacher's motivation strategy in the "one teacher, one excellent cour" in nior high school mathematics?
The rearch is bad on the ARCS motivation model, and the literature analysis method is ud to collect relevant data and literature. The relevant concepts and motivation strategy coding system are determined. Take the high school mathematics department-level excellent cours in 20 “on e teacher and one excellent cour” as the rearch object, u Nvivo11 qualitative analysis software and u classroom video coding analysis method to encode and analyze the cour examples to ensure the reliable encoding results In particular, a cond random coding check was conducted, and the coding consistency of each lesson was between 88.46% and 100%. Bad on the original data obtained by encoding, further in-depth analysis was performed with the help of Excel data sorting and SPSS cluster analysis, including macro overall analysis, micro ca density analysis and dynamic curve analysis, cour examples, and motivation
strategy dimensions. Cluster analysis, etc.
Through the rearch and analysis of 20 lesson examples, combined with coded band density analysis and dynamic curve analysis, the following rearch results are obtained: 1. Attention strateg
完美动力动画学院
ies run through the classroom throughout the cour with the largest changes, of which problem strategies and change strategies are the main ones; The classroom teaching styles are diversified, and different motivation strategies are ud crosswi; 3. The u of some motivation strategies is cloly related to the subject content; 4. Teachers are increasingly paying attention to multimedia prentation methods; 5. Teachers tend to u feedback and prai as Supporting strategies. Bad on the results of cluster analysis of class examples, class types are divided into three categories: intensive, variable, and multivariate; bad on the results of cluster analysis of motivation strategies, motivation strategies are reclassified into four categories: Most valued, cond valued, cond valued, and most valued. This paper summarizes the application models of motivation strategies of nior high school mathematics teachers from three aspects: introduction of new knowledge, cooperative inquiry, and knowledge application, and draws three model frameworks.
Bad on the analysis of the above rearch conclusions, combined with the interviews of three nior high school mathematics teachers, the author puts forward some enlightenments on the u of teachers' motivational strategies: 1. attach importance to the value of motivational strategies and give classroom vitality; 2.combine different teaching content and u flexibly Motivation strategies; 3.Grasp students' emotional states and stimulate learning motivation in a timely manner; 4.Switch m
otivation strategies in a timely manner to maintain students' attention; 5.Focus on the u of relevance strategies and indicate the motivation for goal matching; 6.Improve their professional abilities and ba themlves on students' long-term development.
Key words: high school math class, first division one excellent class, motivation strategies, learning motivation.
目录
摘要........................................................ 错误!未定义书签。ABSTRACT ................................................................... II 目录....................................................................... IV 1 绪论. (1)
1.1 研究问题 (1)
1.2 研究意义 (2)
1.3 研究目的 (3)
2 概念界定、文献综述及理论基础 (4)
2.1 概念界定 (4)
2.2 文献综述 (6)
2.3 理论基础 (12)
3 研究设计 (15)
3.1 研究对象 (15)
民意测验
3.2 研究方法 (16)
3.3 研究工具 (17)
3.4 研究思路 (18)
4 编码系统的改进与视频编码过程 (21)
4.1 编码系统改进的依据 (21)
4.2 编码系统的改进分析 (21)pert分析
4.3 编码实施过程 (30)
4.4 信效度检验 (34)
耗材英文5 高中数学优质课动机策略使用情况的宏观整体分析 (35)园林景观培训
5.1 动机策略使用类型比例分析 (35)
5.2 不同课例的动机策略使用比例分析 (37)
6 高中数学优质课动机策略使用特点的微观案例分析 (40)
6.1 高中数学教师动机策略的密度分析 (40)
6.2 高中数学教师动机策略的动态曲线分析 (50)
7 高中数学优质课动机策略运用的分层聚类研究 (61)
7.1 对教学视频进行聚类分析 (61)
7.2 对动机策略进行聚类分析 (63)
8 教师动机策略运用模式研究 (67)
英语辅导报答案
8.1 新知引入环节——以问题策略为主，变化策略为辅的运用模式 (67)
8.2 合作探究环节——以小组讨论策略为主，关注策略为辅的运用模式 (70)
8.3 知识应用环节——以关注策略为主，展示策略为辅的运用模式 (72)
9 研究结论与展望 (75)
9.1 研究结论 (75)
9.2 研究启示 (78)
9.3 不足与展望 (80)
托福考多少分参考文献 (81)
附录 (84)
附录1 翻译：动机策略清单（2010版） (84)
附录2 高中数学教师动机策略研究访谈实录 (88)
杭州前端培训班致谢 (92)
