A Study on the Methods of Cultivating Motivation for Learning (2)
Instructional Behaviors of Cultivating Motivation for Learning
1978 Volume 3 Issue 2 Pages 57-70
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1978 Volume 3 Issue 2 Pages 57-70
学習意欲が高いと評価される児童・生徒の示す行動特性を，一般の児童・生徒たちの身につけるために役立つ教師の具体的な指導行動の類型を求めた．教師を対象に32項目からなる質問紙を構成して調査を行い，「目標を明確にする」，「予習，復習を指導する」，「称賛する」，「応答する」，「理解させる」，「活動させる」，「喚起する」，と命名できる七つの独立した指導行動の因子を抽出した．同様に，児童・生徒を対象に30項目からなる質問紙を構成し，調査を行い，「容認する」，「関心をもたせる」，「教示する」，「挑戦させる」，「競争させる」，「世話をする」，「協力させる」， と命名できる七つの独立な指導行動の因子を抽出した．これらの結果をもとに，学習意欲を育てる処方を書くための授業改善視点表を作成した．さらに，これらの指導行動は，学校種別，教師の教科，専門別，児童・生徒の性別によって有効性が異なることを明らかにした．
The purpose of this research was to extract some concrete types of teachers'instructional behavior which seemed helpful to cultivate such behavioral characteristics in normal students, as those of students with higher degree of motivation for learning. The questionnaire with 32 items was used for teachers. As a result, seven independent factors of instructional behavior were extracted by means of factor analysis. They were as follows ; to make clear instructional objectives, to help students prepare and review lessons, to praise students.to respond to students, to help students comprehend, to help students act, to arouse students'responses. In the same way, the questionnaire with 30items was used for students. Seven independent factors of instructional behavior were abstracted by means of factor analysis as follows; to approve students, to help students get interested, to instruct, to help students challenge, to make students compete with each other, to take care of students, to help students cooperate with each ·other. Based on these results, the prescription sheet of items for improving instructional behavior was made in order to provide the rationale for maturing motivation for learning. Moreover, it was clarified that the degree of effectiveness of instructional behavior was different from each other in terms of the con ditions variables such as the level of school, the kind of subject, sex of students.
