帮忙翻译论文摘要,教育心理学方面的
发布网友
发布时间：2022-05-04 10:03
共4个回答
热心网友
时间：2022-06-24 19:27
Abstract
Objective: To explore the teaching mode and a positive heuristic attribution training combined with higher grades of primary school students learning motivation intervention.
Methods: 35 cases randomly selected 5th grade students were randomly divided into two groups, control group received routine primary classroom ecation, the experimental group in addition to the regular primary school classroom ecation, also participated in 8 weeks, 2 times per week motivation interventions compared two groups of students before and after intervention for learning motivation in the diagnostic test (MAAT), General Self Efficacy Scale (GSES) on the survey results reflected the intervention effect.
Results: Before the intervention, compared to the experimental group after 8 weeks of learning motivation (MAAT) and self-efficacy increased significantly after the intervention the experimental group motivation (MAAT), self-efficacy (GSES) was significantly higher .
Conclusion: The combination of heuristic teaching positive attribution training, applied to the upper primary student motivation intervention can significantly improve the students learning motivation, strengthen self-efficacy students. Modern primary ecation as an important supplementary teaching.
Keywords: heuristic teaching positive attribution learning motivation
热心网友
时间：2022-06-24 19:27
summary
aim:Research the effects of combining Heuristic teaching method with actively attributional training to intervene the elementary students' learning motivation
process:Randomly draws out 35 pupils of grade 5 and divides them into tow groups.The matched group accept routine primary schools' ecation.In addition to accept the routine primary schools' ecation,the experimental group also take part in the interventional activities of learning motivation for 8 weeks and weekly 2 times at the time.Comparing two groups of students in learning motivation in before and after the intervention diagnostic tests (MAAT), general self-efficacy scale (GSES) assessment result reflects on the intervention effects.
result:Compared with the intervention before, experimental group's learning motivation (MAAT) and self-efficacy improved significantly after eight weeks and their learning motivation , self-efficacy significantly higher than the control group
conclusion:combining Heuristic teaching method with actively attributional training can applied to intervene elementary students' learning motivation , can greatly improve their learning motivation, enhance their self-efficacy. Can be used as a kind of modern primary ecation important auxiliary teaching mode.
Keywords: the heuristic teaching actively attributional training learning motivation
热心网友
时间：2022-06-24 19:28
Method:living 35 random drawout and grade 5 primary schools to random is divided into two sets of, the matched control accepts routine primary school classroom ecation, experiment set in addition to accept a routine primary school the classroom ecate, the take part in is 8 cycles at the same time, weekly 2 times of learning motive interruption movable, more two sets of student is in the front and back of the interruption in the learning motive diagnostic test(MAAT) and generally by one's own the capability measures table(GSES) up measure to review result reflect of interruption effect.
Result:with interruption before compare, experiment set the learning motive(MAAT) after 8 cycles and ego the capability show a Zhao exaltation, after the interruption the learning motive(MAAT) of experiment set, ego capability's showing Zhao is higher than collate
热心网友
时间：2022-06-24 19:29
Methods: the 35 cases were randomly fifth grade pupils randomly divided into two groups: control group ecation, elementary school classroom for routine experimental primary school classroom ecation except accept conventional outside, at the same time for a 8 weeks, twice weekly study motivation intervention activities, compared with two group of students in the learning motivation diagnosis before and after the intervention MAAT), tests (general self-efficacy scale (GSES) assessment result reflects on the intervention effects.
Results: compared with the intervention group before, after eight weeks after the learning motivation (MAAT) and self-efficacy improved significantly and intervention group study motivation (after MAAT), self-efficacy significantly higher than the control group (GSES).
Conclusion: the heuristic teaching union positive attribution training, applied to elementary students' learning motivation intervention, can greatly improve the learning motivation, enhance pupils pupils' self-efficacy. Can be used as a kind of modern primary ecation important auxiliary teaching mode.
Keywords: the heuristic teaching positive attribution learning motivation
