视力障碍学生英语学习动机的特征及其与教师支持的关系研究  

Visually-Impaired Students’English Learning Motivation and Its Relationship with Their Perceived Teacher Support

作　　者：朱楠[1] 施莅 曹文 高利 王娇娇 ZHU Nan;SHI Li;CAO Wen;GAO Li;WANG Jiaojiao(School of Education,Central China Normal University,Wuhan,430079;Shijiazhuang Special Education School,Shijiazhuang,050011;Shenzhen Kui Chong Middle School,Shenzhen,518119;Faculty of Education,Beijing Normal University,Beijing,100875)

机构地区：[1]华中师范大学教育学院,武汉430079 [2]石家庄市特殊教育学校,石家庄050011 [3]深圳市大鹏新区葵涌中学,深圳518119 [4]北京师范大学教育学部,北京100875

出　　处：《中国特殊教育》2021年第7期51-59,共9页Chinese Journal of Special Education

基　　金：华中师范大学研究生教学改革项目“基于PLC的特殊教育研究生课程教学改革——以《特殊儿童测量与评估》为例”(课题批准号:2020JG23)的成果之一;华中师范大学人文社会科学青年学术创新团队项目“教师教育与比较研究”(项目批准号:CNU19TD007)的支持。

摘　　要：为探讨视力障碍学生英语学习动机的学段差异及其与教师支持的关系,选取中部地区某省级盲校三年级及以上学段有效被试147名(小学52人、初中45人、高中/中专50人),采用修订后的英语学习动机问卷、学生感知教师支持行为问卷展开测试。结果发现:(1)视障学生英语学习动机随学段增长逐渐减弱,在内在兴趣、学习价值、学习情境上的动机水平显著高于外部要求,女生学习动机水平显著高于男生。(2)视障学生感知到的教师学习支持和情感支持显著大于能力支持,且女生感知到的教师支持显著高于男生,但学段差异并不显著。(3)教师支持与视障学生英语学习动机显著相关,且情感支持和能力支持对内部学习动机具有显著预测作用。This study aimed to investigate the English learning motivation of visually-impaired students in different learning stages and its relationship with the perceived support from their teachers,using the modified Self-Report English Language Learning Motivation Scale and English Language Teacher Support Questionnaire to test 147 visually-impaired students from a provincial school for the blind in central China(including 52 elementary school students,45 junior high school students and 50 senior high school students).The results were as follows:1)Visually-impaired students’English learning motivation decreased along with the increase of learning stages.All participants revealed higher motivations of intrinsic interest,learning value,and situational motivation than extrinsic motivation.Girls revealed higher motivation than boys;2)Visually-impaired students perceived more learning support and emotional support than capital support from their teachers,and girls perceived more teacher support than boys.There was no significant change between different learning stages;3)Visually-impaired students’English learning motivation was positively associated with their perceived teacher support.Perception of teachers’emotional support and capital support positively predicted intrinsic motivation.

关 键 词：视力障碍学生 英语学习动机 教师支持 

分 类 号：G761[文化科学—特殊教育学]