五年制高职留守学生学习动机不足归因分析及对策  

The Attribution Analysis of and Countermeasures for Lack of Learning Motivation of the Left-behind Students at Five-year Higher Vocational Colleges

作　　者：王永保[1] 佟雪峰[2] WANG Yong-bao;T0NG Xue-mei(Suqian Branch of Economy and Trade,Jiangsu Union Technical Institute,Suqian,Jiangsu 223600,China;School of Education and Science,Jiangsu Normal University,Xuzhou,Jiangsu 221116,China)

机构地区：[1]江苏联合职业技术学院宿迁经贸分院,江苏宿迁223600 [2]江苏师范大学教育科学学院,江苏徐州221116

出　　处：《湖北职业技术学院学报》2018年第1期35-39,共5页Journal of Hubei Polytechnic Institute

基　　金：江苏省教育科学"十三五"规划课题"五年制高职留守学生心理健康教育研究"(D/2016/03/77)的阶段成果之一

摘　　要：通过对463名"留守学生"学习动机的调查,发现其存在学习动机不足的问题,其原因主要是缺乏合理的学习目标,基本心理需要得不到满足,自我效能感较低,意志力不强,缺乏良好的学习行为习惯。学校应从"知""情""意""行"等方面加以应对,即要加大宣传力度,纠正学生的认知偏差;关爱学生,增强师生的亲密感;培养学生的意志品质,增强学生的自我效能感;激发学生的学习兴趣,增强学校教学效果。Through investigation of the learning motivation of 463“left-behind students”in three five-year higher vocational colleges in Lianyungang and two in Suqian,the problem of lack of motivation and weak motivation was found in the left-behind students.The factors that have led to the lack of learning motivation for the“left-behind students”included individual differences in intelligence,lack of reasonable learning goals,unsatisfied basic psychological needs,mood fluctuations,tension of teacher-student relationship,lack of successful experience,low self-efficacy,weak will and lack of good learning habits and stable practical ability.Hence the authorities should deal with the above problems from four aspects such as“knowledge”,“emotion”,“will”and“action”?In an another word,they ought to correct students"cognitive bias by scientific propaganda,show great concern for the students and enhance the intimacy between teachers and students,enrich studentsJ experience of success and sense of self-efficacy and arouse their learning interest so as to enhance the teaching effect.

关 键 词：五年制高职 留守学生 学习动机 教育对策 

分 类 号：G442[哲学宗教—心理学]