大学生学习动力与其对教师教学投入感知关系的研究

A Study on Relationship Between College students' Learning Momentum and Teaching Input They Perceived from Their Teachers

学习动力缺乏已成为当前大学生群体中存在的普遍问题。本研究选取北京市某大学528名本科生作为研究对象,对他们的学习动力来源及其对教师教学投入的感知情况进行测量。结果发现:(1)大学生的学习动力来源在性别、年级和专业类别上均存在显著差异。(2)不同性别、年级和专业的大学生对教师的教学投入感知存在显著差异。(3)大学生动力与其对教师教学投入感知在各个维度上均呈现出非常显著的正相关。回归分析表明,大学生对教师教学投入的感知情况对其教学动力有正向预测作用。因此,可以从提升大学生对教师教学投入感知着眼,促进教师优化教学设计,鼓励教师关注师生交流,以及支持教师教学发展等,进而激发大学生的学习动力,挖掘其学习潜能。

The lack of learning momentum has become a common problem among college students. This study selected 528 undergraduates from a university in Beijing by using College Students Learning Momentum Self - evaluation Scale and Teaching Input Perceived Scale to measure the sources of undergraduates and the degree of their teachers ＂teaching input they felt. The result shows： （1） There are significant differences in college studentsylearning momentum sources among sex, grade and professional categories. （2） It also exists significant differences in teaching input perceived by teachers among sex, grade and majors. （3 ） College students＂ learning momentum has remarkable correlations with the teaching input they perceived from their teachers. Based on the regression analysis, teaching input that the college students perceived can forecast their learning momentum in forward direction. Therefore, we can try to stimulate students ＂learning momentum through the teaching input they perceived, such as promoting teaching optimization, encouraging the communication between teachers and students and supporting teachersyteaching development, which can arouse thelearning momentum and tape their learning potential.