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

作　　者：李兴忠[1] 官金兰[1] 

机构地区：[1]广东农工商职业技术学院基础部,广东广州511365

出　　处：《广东技术师范学院学报》2016年第1期113-120,共8页Journal of Guangdong Polytechnic Normal University

基　　金：教育部国家教师科研"十二五"规划重点课题"教师专业发展研究"(课题主持人:朱望新;课题编号:CTF120702)的子课题"高职院校学生高等数学学习焦虑因素与对策的量化研究"(课题主持人:官金兰;子课题编号:GGD1521909)的研究成果

摘　　要：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.

关 键 词：高职 公共基础课 学习焦虑 学习动机 

分 类 号：G420[文化科学—课程与教学论]