学业情绪研究及对基础教育教学改革的意义  

Study of Academic Emotion and Its Significance for Reform of Basic Education

作　　者：郭龙健[1,2] 申继亮[1] 

机构地区：[1]北京师范大学心理学院 [2]天津师范大学教师教育学院

出　　处：《天津师范大学学报（社会科学版）》2012年第3期72-76,共5页Journal of Tianjin Normal University(Social Science)

基　　金：天津市教育科学规划课题(02GYGH28)

摘　　要：学业情绪是指学生在学习过程中获得学业成功或失败后体验到的各种情绪,包括课堂学习、课后做作业及考试期间所体验到的与学业活动相关的情绪。近几年,学业情绪问题已成为教育心理学界研究的热点。系统地探讨学业情绪的概念、理论和已有研究成果,对我国基础教育教学改革具有重要意义。Academic emotion refers to various emotional experiences in connection with students＇ academic activities in the learning process, including emotional experiences in such activities as class- room learning, homework doing and examination taking. In recent years, this issue has become the hot topics for research in educational psychology. Three major aspects, i. e the concept of academic e- motion, the theory of academic emotion and the research results of academic emotion were discussed. Therefore, it is necessary to reinforce studies of students＇ academic emotion for reform of basic education.

关 键 词：学业情绪 教育改革 控制—价值模式 认知—动机模式 领域特异性 

分 类 号：G442[哲学宗教—心理学] G632.0[哲学宗教—发展与教育心理学]