互惠教学风格中的情境兴趣:二元组合的作用和学生的个人变量
Vanessa Lentillon-Kaestner1, Cédric Roure1
1University of Teacher Education, State of Vaud (HEP-VD).
Research quarterly for exercise and sport
|October 23, 2023
概括
为了提高学生的动力和参与度,自我选择的二元组在互惠教学中比能力二元组更有效. 培养同行关系可以增强情境兴趣 (SI).
科学领域:
- 教育心理学教育心理学
- 体育教学教育学
- 在学习的动机学习的动机.
背景情况:
- 情境兴趣 (SI) 对于理解学生对任务参与的动机至关重要.
- 互惠教学风格为检查学生互动和动机提供了一个框架.
- 之前的研究还没有充分探讨二组合在互惠教学中对SI的影响.
研究的目的:
- 调查二形式 (自选与能力) 的作用,相关性和感知能力在引起学生的SI.
- 为了比较自我选择与能力对象在培养SI的有效性,在相互教学环境中.
- 检查有关联感和感知能力对自选二中SI的影响.
主要方法:
- 连续两项研究与体育教育 (PE) 单元的学生进行.
- 第1项研究使用SI,感知能力和相关性 (n=99) 的重复测量来比较自我选择和能力二元.
- 第二项研究侧重于自我选择的二元体,使用MANOVAs和集群分析 (n=99-109) 分析相关性和能力的作用.
主要成果:
- 与能力二相比,自我选择的二在SI,感知能力和关联感方面获得了更高的分数.
- 在自我选择的二元体中,关联感对SI产生了比感知能力更强的积极影响.
- 感知能力在自我选择的二中对SI产生了小但显著的影响.
结论:
- 教师应该优先考虑自我选择的二元,以增强学生在互惠教学风格中的情境兴趣.
- 创造促进积极同行关系的学习环境对于增加学生SI是必不可少的.
- 在PE中自选分组是培养学生参与和关系的有效策略.
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