对分课堂教学模式下的大学生学习动机及其个体差异研究

Students\' learning motivation and characteristics are important factors that need to be considered in classroom teaching reform, and also a judgment indicator of whether the classroom teaching reform has successfully aroused students\' interest in learning, which is worth investigation. In this study, a college student motivation scale (WMI) was used to conduct a collective investigation of the motivation of 291 undergraduates in a university in Shaanxi province and a university in Shandong province who participated in the learning activities of the Presentation-Assimilation-Discussion (PAD) mode. The results show that the students\' motivation of internal and external learning is strong, and their internal motivation is stronger than external motivation. The specific motivation scale from strong to weak is as follows: enthusiasm> being challenged>choosing simple task> focusing on interpersonal competition> relying on others\' evaluation. In addition, the gender differences in learning motivation are not significant. Students in different grades show significant differences in learning motivation and in all dimensions. Overall, the sophomores have higher level of motivation than freshmen and juniors. The research provides empirical evidence for the practical promotion of the PAD classroom teaching mode and its further theoretical construction.