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作 者:夏玉环 Xia Yuhuan(Hubei University)
机构地区:[1]湖北大学教育学院
出 处:《当代教育科学》2023年第9期50-57,共8页Contemporary Education Sciences
基 金:2020年度湖北中小学素质教育研究中心开放基金项目“荆楚文化育人价值挖掘与教学实践转化研究”(项目编号:2020HBSZA03)的研究成果之一。
摘 要:学习意志是指学生为了达到预定学习目标而积极主动并持续付诸努力行动,从而实现目标的意向性活动,其本质是学习主体自我经验的创造。学习意志的生成过程与其对学习活动起作用的过程是同一的。学习意志能够催生学习的意义感,强化学习的自我感,提升学习的效能感,是促进深度学习,让学生真正进入学习过程的关键动力机制、精神力量和维持系统。学生学习意志薄弱的表征主要在于学习过程中犹豫不决、反复无常、思考固着、情感萎缩的消极状态。为了强化学生的学习意志,课堂教学需要确认学生的学习主体身份,激活学习内驱力;渗透挫折教育,锻炼学生克服学习困难的勇气;加强归因指导和情感补偿,优化学生的学习体验;创造自我对话的契机,引导学生学会自我关怀。Learning volition refers to the intentional activity of students to take the initiative and continue to work hard to achieve the predetermined learning goal,so as to achieve the goal.Its essence is the creation of the learning subject's self-experience.The process of learning volition is the same as the process of its effect on learning activities.Learning volition can promote the sense of meaning in learning,strengthen the sense of self in learning,and improve the efficiency of learning.It is the key dynamic mechanism,mental strength and maintenance system to promote deep learning and enable students to truly enter the learning process.The characteristics of students'weak learning volition mainly lie in the negative state of hesitation,capriciousness,fixed thinking and emotional at-rophy in the learning process.In order to strengthen students'learning volition,classroom teaching needs to confirm students'identity as the main body of learning and activate the internal drive of learning;permeate setback education and exercise students'courage to overcome learning difficul-ties;strengthen attribution guidance and emotional compensation to optimize students'learning ex-perience;and create opportunities for self-dialogue to guide students to learn self-care.
分 类 号:G420[文化科学—课程与教学论]
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