Full-Text Search:
Home|Journal Papers|About CNKI|User Service|FAQ|Contact Us|中文
《Education and Teaching Research》 2017-04
Add to Favorite Get Latest Update

An Impact Study:On Teacher's Practical Knowledge and Students' Self-regulated Team-learning Motivation

TANG Hongmei;NIE Xuefen;Guangdong Baiyun University;  
This study explores whether teachers' practical knowledge has impacts on students' self-regulated team-learning motivation by conducting a questionnaire consisting of four sub categories of 20 items,students as respondents,in a private university. After analyzing the data,we obtained the following findings. Teachers ' practical knowledge didn 't affect students ' self-regulated team-learning motivation on gender,however,it did have a significant difference on different sorts of students( science and arts) : those whose English levels are lower( science students) were more motivated by teachers' practical knowledge,mainly including information technology,incentives,evaluation methods,interpersonal relationship,classroom supervisory and organization methods. Whereas,those whose English levels are higher( art students) were greatly inspired by teachers ' practical knowledge such as self-reflection,cross-cultural discipline and pragmatic knowledge in classroom,values,educational concept,self-regulation,and individualization in accordance of students' aptitude. The above results prove that teachers ' practical knowledge is helpful to stimulate students ' team-learning motivation,especially those related to students'. Therefore,studying teacher's practical knowledge will improve teaching quality.
【Fund】: 2015年度广东省高等教育教学改革项目“新三中心中大学英语课程学生团队自主学习评价的研究与实践(编号:CXQX-JY201506)
【CateGory Index】: H319.3
Download(CAJ format) Download(PDF format)
CAJViewer7.0 supports all the CNKI file formats; AdobeReader only supports the PDF format.
Chinese Journal Full-text Database 3 Hits
1 LIU Xu-Dong;School of Education,Northwest Normal University;;Curriculum Implementation and Teacher's Practical Knowledge Generation[J];当代教师教育;2014-01
2 WANG Jing-Qiong1,ZHANG Wei2,ZHU Zu-De2,ZHEN Shuang-Ju2,MAI Yu-Jiao2,LI Dong-Ping2 (1 Office of Science Research,Foshan University,Foshan 528000,China) (2 Department of Psychology,South China Normal University,Guangzhou 510631,China);A Modulating Model for the Impacting Factors in Self-regulated Learning of College Students[J];心理学报;2010-02
3 CHEN Xiang ming (Graduate School of Education, Peking University, Beijing 100871, China);Practical Knowledge: the Knowledge Base of Teachers' Professional Development[J];北京大学教育评论;2003-01
Chinese Journal Full-text Database 3 Hits
1 LI Wen-guang;LIU Ye;Shenzhen University;Luohu Foreign Languages School;;Study on Functional Design of Personal Learning Space Construction Based on Aggregating Moodle Social Modules Functions[J];现代远距离教育;2017-03
2 TANG Hongmei;NIE Xuefen;Guangdong Baiyun University;;An Impact Study:On Teacher's Practical Knowledge and Students' Self-regulated Team-learning Motivation[J];教育与教学研究;2017-04
3 WU Shuang;ZHAO Yu-ru;ZHU Yu;Kashgar University;;Teachers' Professional Development is Analyzed and Its Revelation[J];教育教学论坛;2017-13
【Secondary Citations】
Chinese Journal Full-text Database 10 Hits
1 XING Qiang(1.Department of Psychology,Guangzhou University,Guangzhou 510006,China;2.College of Psychology,Southwest University Chongqing 400715,China);The role of attribution style and self-efficacy in self-regulated learning[J];广州大学学报(社会科学版);2007-05
2 Guo Wenbin(Department of Education and Science,Wenzhou University,Wenzhou,325035);A Study of the Self-regulated Learning Strategies and Levels of Achievement of Female Junior College Students[J];心理科学;2006-03
3 GUO Wenbin(Department of Education and Science,Wenzhou University,zhejiang,325035);A Study on Self-regulated Learning Strategies of Primary School Students with Learning Disabilities[J];中国特殊教育;2006-03
4 JIANG Xue-jian,CAI Jia-cheng,ZHU Jian,XIE Zhi-guo(University of Science and Technology of China,Hefei,Anhui 230026);Differences between Eastern and Western Culture As Reflected in the Curriculum Structure—A Comparative Study of Innovation Education at Chinese and Foreign Universities[J];教育与现代化;2006-01
5 ZHU Zu-de~1 WANG Jing-qiong~2 ZHANG Wei~1 YE Qing-qing~1(1. Department of Psychology, South China Normal University, Guangzhou 510631;2. Bureau of Teaching Affair, Foshan University, Guangdong 528000);Constraction of Self-Regulated Learning Scale for College Students[J];心理发展与教育;2005-03
6 Li Yang\ Fang Ping(Department of Psychology,Capital Normal University,Beijing 100037);Research of the Relationship Between Parenting Style and Self-regulated Learning in Middle School Students[J];心理学探新;2005-03
7 Lian Rong, Luo Lifang (Department of psychology, Fujian Normal University, Fuzhou, 350007);A Research on the Relations Between Average-achieving Students' Achievement Goals and Self-regulation and Their Academic Performance[J];心理科学;2003-06
8 CHEN Xiang ming (Graduate School of Education, Peking University, Beijing 100871, China);Practical Knowledge: the Knowledge Base of Teachers' Professional Development[J];北京大学教育评论;2003-01
9 LEI Li\+1\ WANG Ling\+1(1 The Department of Psychology, Capital Normal University, Beijing, 100037;?Tanja CULJAK\+22 University of Zagreb, Croatia);The Contrast Between LD Students and Talent Students on Self-Regulated Learning[J];心理发展与教育;2002-02
10 Feng Tingyong Li Hong (Department of Psychology,Southwest Normal University,Chongqing 400715);Primary Research about Study Adaptation of Undergraduate[J];心理学探新;2002-01
©2006 Tsinghua Tongfang Knowledge Network Technology Co., Ltd.(Beijing)(TTKN) All rights reserved