课程学习经历、班级环境对学前教育师范生学习动机的影响:职业认同的中介效应  

The Influence of Curriculum Learning Experience and Class Environment on Learning Motivation of Normal Students in Preschool Education:The Mediating Effect of Professional Identity

作　　者：贾云[1] 吴巍莹[1] 单翠萍 Jia Yun;Wu Weiying;Shan Cuiping(Jiangsu Second Normal University,Nanjing,Jiangsu,211200)

机构地区：[1]江苏第二师范学院,江苏南京211200

出　　处：《幼儿教育》2024年第12期39-44,共6页Early Childhood Education

基　　金：江苏省高校哲学社会科学研究2022年度课题“学习投入理论视域下师范生学习质量提升路径研究”(课题编号:2022SJYB0498);“乡村振兴背景下乡村幼儿教师供给体系研究”(课题编号:2022SJYB0510)的研究成果之一。

摘　　要：本研究基于社会认知论,探析课程学习经历、班级环境、职业认同对学前教育师范生学习动机的影响及其作用机制。研究发现,营造促进学习的物理和社会心理环境、关注师范生与环境之间互动的差异性、发挥情感因素在学习中的作用,可以显著增强学前教育师范生的学习动机。This study is based on social cognitive theory,exploring the impact and mechanism of curriculum learning experience,class environment,and occupational identity on the learning motivation of normal students majoring in preschool education.Research has found that creating a physical and social psychological environment that promotes learning,paying attention to the differences in interaction between normal students and the environment,and leveraging the role of emotional factors in learning can significantly enhance the learning motivation of normal students in preschool education.

关 键 词：学习动机 课程学习经历 班级环境 职业认同 社会认知论 

分 类 号：G615[文化科学—学前教育学]