在线二语课堂深度学习与教学动机干预的推进模式  

Motivational Interventions for Promoting Deep Learning in Online L2 Second Language Teaching

作　　者：吴琼 黄锐[1] WU Qiong;HUANG Rui(School of Foreign Languages,Jimei University,Xiamen 361000,China)

机构地区：[1]集美大学外国语学院,福建厦门361021

出　　处：《集美大学学报(教育科学版)》2025年第2期100-110,共11页Journal of Jimei University:Education Science Edition

基　　金：福建省教育厅基金项目“网络直播课堂环境下二语教学动机策略和深度学习模式构建”(JAS20134)。

摘　　要：推进深度学习的发生是线上教学的终极目标,而确保深度学习的发生,学习动机是关键。在教育及心理学领域,如何通过教学上的干预来提高学生的学习动机一直备受关注。现今的智能环境为在线动机干预提供了全新的教学生态,引发了新的研究视角。综合不同的动机理论框架,并结合智能技术赋能的教学环境,设计了在线教学的动机干预模型,旨在促进学习者全方位的深度学习。同时,此研究将该模型应用于实际课堂教学,并通过民族志研究和量化分析方法,从认知网络、学业情绪和社会网络方面探究这些干预措施对推进在线深度学习的影响,以期能对在线教学的开展提供经验和启示。Facilitating deep learning is the ultimate goal of online education,and ensuring the occurrence of deep learning is key to students’motivation.In the fields of education and psychology,scholars have long been concerned with how teaching interventions can enhance students’motivation to learn.The current digital landscape has introduced a novel educational environment,offering new perspectives on online motivational interventions.This study integrates diverse motivational theoretical frameworks and leverages smart technology-enabled teaching environments to design a motivational intervention model for online instruction,aiming to facilitate comprehensive deep learning among learners.Furthermore,the study applies this model to actual classroom teaching and utilizes ethnographic method and quantitative analysis to explore the impact of these interventions on deep online learning from the perspectives of cognitive networks,academic emotions,and social networks.The ultimate goal is to offer valuable insights and practical implications for the implementation of online teaching.

关 键 词：深度学习 动机干预 在线二语教学 

分 类 号：G444[哲学宗教—心理学]