内地西藏班(校)高中生学习动机调查报告

An Investigation Report of Learning Motivation of High School Students of Tibetan Classes(Schools) in the Hinterland

通过研究内地西藏班(校)高中生的学习动机,采用MAAT对744名北京西藏中学的高中生进行调查(分两组:一是西藏区内的藏族高中生,另一组是内地的汉族高中生),调查表明:内地西藏班(校)高中生的学习动机大都处于中等水平,但各动机因素中的动机水平差异较大,男生在成功动机、促进紧张上得分高于女生;高二学生在成功动机,包括知识学习场面、技能场面、社会生活场面上得分最高;高三学生在促进紧张上得分最高,在失败回避上得分最低;随着年级的升高,要求水准得分呈逐渐降低的趋势。与西藏区内的学生相比,内地西藏班(校)的学生在成功动机上得分高,但在知识学习场面上得分低。与汉族学生相比,内地西藏班(校)学生的成功动机高,包括在知识学习、运动场面方面;但在要求水准上低。因此,内地西藏班(校)学生的学习动机结构基本合理,而且其成功动机比区内及汉族学生高,但需要提高其在成功动机的知识学习场面及高三年级学生在自己责任心、要求水准上的动机水平。

A study was made on learning motivation of high school students of Tibetan classes （schools） in the hinterland. MAAT was adopted to investigate 744 high school students at Beijing Tibetan Middle School. The students were divided into two groups： one group of Tibetan high school students in Tibet and another group of Han high school students in the hinterland. The results show that learning motivation of most high school students of Tibetan classes （schools） in the hinterland is at the medium level with considerable differences in various motivation factors. Boys got higher scores than girls in motivation for success anti tense intensity; high school students of the second grade got the highest scores in knowledge learning, skills and social life; high school students of the third grade got the highest score in tense intensity, and the lowest score in avoiding failure. There is the tendency of the higher the grade, the lower the score of demand. Compared with students in Tibet, students of Tibetan classes （schools） in the hinterland got higher scores in motivation h^r success, while they got lower scores in knowledge learning. Compared with Han students, students of Tibetan classes （schools） in the hinterland got higher scores in motivation for success, including knowledge learning and sporting, while their score for demand is lower. The conclusion is that learning motivation of students of Tibetan classes （schools） in the hinterland is basically rational in structure, with higher motivation for success than Han students in the hinterland. Whereas, they should be improved in knowledge learning, and the third grade students should pursue higher level in responsibility and demand.