英語(yǔ)項(xiàng)目學(xué)習(xí)模式對(duì)學(xué)習(xí)動(dòng)機(jī)的影響因素探究
定 價(jià)：30 元
- 作者：王勃然著
- 出版時(shí)間：2015/3/1
- ISBN：9787040417166
- 出 版 社：高等教育出版社
- 中圖法分類：H319.3
- 頁(yè)碼：234
- 紙張：膠版紙
- 版次：1
- 開本：16K
《英語(yǔ)項(xiàng)目學(xué)習(xí)模式對(duì)學(xué)習(xí)動(dòng)機(jī)的影響因素探究：一項(xiàng)網(wǎng)絡(luò)環(huán)境下基于東北大學(xué)的實(shí)證研究》為博士論文，作者王勃然從社會(huì)建構(gòu)主義出發(fā)，探究了項(xiàng)目學(xué)習(xí)模式影響大學(xué)英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的諸多因素�！队⒄Z(yǔ)項(xiàng)目學(xué)習(xí)模式對(duì)學(xué)習(xí)動(dòng)機(jī)的影響因素探究：一項(xiàng)網(wǎng)絡(luò)環(huán)境下基于東北大學(xué)的實(shí)證研究》共有六章，分別從4個(gè)問題入手，分析了網(wǎng)絡(luò)項(xiàng)目學(xué)習(xí)模式中的重要特質(zhì)，提出網(wǎng)絡(luò)項(xiàng)目學(xué)習(xí)模式和內(nèi)在動(dòng)機(jī)構(gòu)念應(yīng)該共同作用，一起提高學(xué)生的學(xué)習(xí)成就。結(jié)果表明項(xiàng)目學(xué)習(xí)的九大特質(zhì)對(duì)動(dòng)機(jī)構(gòu)念有著程度不一、效果明顯的影響，可歸為主要和次要?jiǎng)訖C(jī)因素。研究結(jié)果對(duì)于設(shè)計(jì)和實(shí)施項(xiàng)目學(xué)習(xí)活動(dòng)的教師具有重要的參考意義。
List of Abbreviations
Chapter One Introduction
1.1 Background of the study
1.2 Objectives of the study
1.3 Significance of the study
1.3.1 Theoretical significance
1.3.2 Methodological significance
1.3.3 Pedagogical significance
1.4 Outline of the dissertation
Chapter Two Literature Review of PBL
2.1 Concepts of PBL
2.2 Theoretical foundations for PBL
2.3 Essentials of PBL
2.4 Key features of PBL
2.5 Benefits and challenges of PBL
2.5.1 Benefits of PBL
2.5.2 Challenges of PBL
2.6 Summary
Chapter Three Literature Review of Motivation
3.1 Motivation defined
3.1.1 Definitions of motivation in general
3.1.2 Definitions of L2/FL learning motivation
3.1.3 Classifications of motivation
3.2 Learning motivation
3.2.1 Motivation and L2/FL learning
3.2.2 Motivation and technology-enhanced language learning
3.3 Typical models of motivation
3.3.1 Gardner's socio-educationalmodels
3.3.2 Schumann's acculturation model
3.3.3 Williams and Burden's social constructivist model
3.3.4 Dtrnyei's models of FL/L2 learning motivation
3.4 Constructs of motivation
3.4.1 Self-efficacy
3.4.2 Anxiety
3.4.3 Self-confidence
3.4.4 Attribution
3.4.5 Expectancy-value
3.4.6 Goals
3.4.7 Self-determination
Chapter Four Research Design
4.1 Working definitions of PBL and motivation
4.2 Theoretical foundations
4.2.1 Thecognitive perspective
4.2.2 The social constructivist perspective
4.3 The conceptual networked PBL model of motivation
4.4 Research questions
4.5 Designing principles， procedure， participants and instruments
4.5.1 Designing principles
4.5.2 Procedure
4.5.3 Participants
4.5.4 Instruments
4.5.5 Data collection & analysis
Chapter Five. Results and DiscUssions.
5.1 Reliability. and validity of the questionnaire
5.1.1 Reliability
5.1.2 Validity
5.2 Features of the networked PBL model that affect learning motivation
5.2.1 General analysis of the motivational factors
5.2.2 Gender-based analysis of the motivational factors
5.2.3 Major-based analysis of the motivational factors
5.3 Possible learning achievements the networked PBL model leads to
5.3.1 Discussions on the questionnaire
5.3.2 Discussions on the students' self-reports
5.4 Smnmary
Chapter Six Conclusion
6.1 Major findings
6.1.1 Motivational factors in the networked PBL model
6.1.2 Possible learning achievements the networked PBL model leads to 180
6.1.3 The modified networked PBL model of motivation
6.2 Implications of the study
6.2.1 Theoretical implications
6.2.2 Methodological implications
6.2.3 Pedagogical implications
6.3 Limitations of the study
6.3.1 Sample size
6.3.2 Time constraints
6.3.3 Research experience
6.4 Suggestions for future research
Bibliography
Acknowledgements
Appendixes
Appendix I
Appendix II
Appendix III
Appendix IV
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