在通识教育中逻辑教学若干问题的系统化思考  

Study of Characteristic and Countermeasure of Intelligence Elements and Learning Motive of Senior High Minority Students

作　　者：颜兰[1] 蔡艳梅[2] 张芹[2] 曹艳[3] YAN Lan1, CAI Yan-mei2, ZHANG Qin2, CAO Yan3 （1. Elementary Education Department Two, Kunming Teachers College, Yunnan Kunming 650202, China; 2. Elementary Education Department One, Kunming Teachers College, Yunnan Kunming 650202, China;3. Physical Education Department, Kunming Teachers College, Yunnan Kunming 650202, China）

机构地区：[1]昆明师范高等专科学校初教二系,云南昆明650202 [2]昆明师范高等专科学校初教一系,云南昆明650202 [3]昆明师范高等专科学校体育系,云南昆明650202

出　　处：《昆明师范高等专科学校学报》2008年第1期84-87,共4页Journal of Kunming Teachers College

基　　金：基金项目：昆明师范高等专科学校科研资助项目（2007R013）

摘　　要：对云南具有代表性的五个民族（白族、纳西族、傣族、彝族、佤族）的共计300名高中学生的调查显示：1．在文化水平不同的环境中，各民族高中生智力发展有着明显的差异。2．学习动机的激发，文化教育的期望和民族双语教学是影响民族高中生学习动机的重要因素。3．对民族学生采用不同的学业标准影响学生的学习积极性。对此，应增加教育内容的民族特色，有计划地进行人生目标教育，在教育中要形成相同平等的成就标准，并且还要加强交流，开阔眼界，积极参与竞争，激发学生的学习动机。The investigation on 300 senior high school students from the five typical minorities of Yunnan Province （ Bai, Naxi, Dai, Yi, and Wa Nationalities） shows ： 1. In the different cultural level environment, there is obvious difference of intelligent development among the minority senior high students. 2. Learning motive, cultural educational desire and minority bilingual teaching are the important element to influence the minority senior high students＇ learning motive. 3. Using the different scholastic level influences the students＇ learning activity. So the educational contents with minority unique features must be added, planned life aim education should be carried out, the equal achievement levels in education should be formed, and enfoce communication, widen eyesight, take active part in competition, stimulate the students＇ learning motive.

关 键 词：云南民族 高中学生 民族学生 智力因素 学习动机 

分 类 号：G444[哲学宗教—心理学;哲学宗教—发展与教育心理学;文化科学—教育学;文化科学—教育技术学]