高职公共基础课学习焦虑对比分析——以大学英语和高等数学为例

A Comparative Study of Learning Anxiety in Public Basic Courses of Vocational College

学习动机、学习焦虑同属于影响学习的情感因素,高职学生整体上对公共基础课学习缺乏学习动机,焦虑水平偏低。具体表现为:第一,大学英语学习焦虑呈现中低水平,存在性别的差异性,女生焦虑水平高于男生。第二,高等数学学习焦虑呈现中高水平,存在明显的性别差异性,男生焦虑水平明显高于女生。第三,学习焦虑水平与学习动机的相关性表现为焦虑水平越高,学习动机越趋向于深层动机;焦虑水平越低,学习动机越趋向于成绩动机,学习焦虑与学习成绩动机之间成负相关。应对学习焦虑的措施有:培养公共基础课学习动机;指导学生进行合理的职业规划;大学英语适当采用分级教学和加强合作学习,调节过高焦虑水平。

The present survey shows that vocational college students generally lack learning motivation and their learning anxiety is relatively low, which is manifested as follows： female students anxiety level is higher than male students in college English study and vice versa in high mathematics study; anxiety level is closely related to learning motivation, which shows that high level anxiety corresponds to deep motive while low level anxiety correspond to surface motive; learning anxiety is negatively related to learning performance motive.The measures dealing with learning anxiety are proposed to develop the learning motivation of public basic courses study, to instruct students to plan their careers rationally, to apply graded-class teaching to college English teaching, and to reinforce cooperative learning to regulate high learning anxiety.