学习动机理论在法学本科教学中的应用——以学生自主报告课堂设计为例  

The Application of Learning Motivation Theory in Law Undergraduate Teaching——Take the example of self-reported classroom design by students

作　　者：郑颖捷[1] 

机构地区：[1]中南民族大学法学院,湖北武汉430079

出　　处：《科教导刊》2018年第2期116-117,130,共3页The Guide Of Science & Education

摘　　要：学生自主报告课堂将传统的讲者和听者角色互换,由学生担任某一个法律问题的主讲人,通过报告过程的全程参与,能够有效地调动其学习积极性和主动性。学生自主报告课堂需要对每一环节进行科学的设计,运用强化动机、成就动机和自我效能感理论对法学本科课堂进行设计,取得了较好的实践效果。Students＇ self-report classroom change the traditional role of speaker and listener,by the students as a speaker on a legal issue,through the full participation of the reporting process,can effectively mobilize their enthusiasm for learning and initiative.Students need to independently report the class for each aspect of the scientific design,the use of reinforcement motivation,achievement motivation and self-efficacy theory of law undergraduate classroom design,and achieved good practical results.

关 键 词：自主报告 学习动机 课堂设计 

分 类 号：G424[文化科学—课程与教学论]