2024年3月15日发(作者：board)

中学生学习动机与学习策略的研究

摘要

：本文通过对96名中学生的学习动机和学习策略进行调查，尝试探讨以下问

题：

1．

2．

3．

4．

5．

初中、高中学生的学习动机和学习策略是否有区别？

中学生的学习动机和学习策略在性别上是否存在差异？

不同层次的动机和策略是否相关，其具体关系如何？

学习动机、学习策略与学习成绩的关系如何？

学习动机、学习策略对外语成绩有何影响？

问卷调查结果表明：

1． 高中生比初中生更倾向于表面型动机和表面型策略。

2． 中学生的动机、策略在性别上无显著差异。但高中女生比初中女生似更

在乎别人对其学习的评价。

3． 各层次的学习动机和相应层次的学习策略呈显著的正相关。高层次的动

机往往导致积极的，钻研性的学习策略的使用；低层次的动机往往和消

极的， 应付式的学习策略的使用相连。

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5．

高中学生的表面型学习动机和学习策略与学习成绩呈显著的负相关。

各层次的动机策略与外语成绩相关不显著，但外语成绩好的学生更擅长

运用元认知策略和对所学内容进行归纳。

最后，本文对调查结果进行了讨论并就动机策略的培养提出一点建议。

关键词：学习动机，学习策略，中学生

An Investigation on Middle School Students’ Learning

Motivation and Strategy

Abstract:

Base on an investigation of 96 middle school students’ learning

motivation and strategy, this thesis tried to probe into the following questions:

1. Do junior middle school students and senior middle school students

have different motivation level and strategy level?

2. Do middle school students’ learning motivation and strategies differ in

terms of sex?

3. Is there any correlation among learning motivation and strategy of

different levels? If there is, what’s the specific relation?

4. What’s the relation between learning motivation and students’ course

scores, learning strategy and students’ course scores separately?

5. Do students’ learning motivation and strategy have any relationship

with their English learning?

Through the analysis of the questionnaires, it was found that:

1. Senior middle school students are more inclined to surface approach of

motivation and strategy than junior middle school students.

2. There is no significant divergence between boys and girls in their

learning motivation and learning strategy. But senior middle school

girls seems to care more about others’ evaluation on their study than

those in junior middle school.

3. Learning motivation level has close relation with learning strategy

level. The higher the motivation level, the higher the strategy level.

4. Senior middle school students’ surface motivation and surface strategy

negatively correlate with course scores at a significant level.

5. Students’ learning motivation and strategy haven’t any significant

correlation with English scores. However, successful English learners

are better at handling metacognitive strategy as well as grouping and

summarizing what they learned.

At last, discussion was made according to the findings and some suggestion

was put forward on how to cultivate students’ learning motivation and

strategy.

Key words: learning motivation, learning strategy，middle school student