中國學(xué)生的學(xué)業(yè)延遲滿足研究
定 價:48 元
- 作者:張黎黎 著
- 出版時間:2014/3/1
- ISBN:9787118093827
- 出 版 社:國防工業(yè)出版社
- 中圖法分類:G442
- 頁碼:136
- 紙張:膠版紙
- 版次:1
- 開本:大32開
《中國學(xué)生的學(xué)業(yè)延遲滿足研究》以受東方文化影響的中國學(xué)生為對象,歸納了中國學(xué)生在小學(xué)、中學(xué)和大學(xué)這三個不同年齡階段延遲滿足能力的現(xiàn)狀,并通過分析學(xué)生的延遲滿足能力、學(xué)習(xí)動機、自我制約學(xué)習(xí)方略的使用等之間的關(guān)系,以及明確延遲滿足能力高低不同的學(xué)生在完成一個長遠的學(xué)習(xí)目標的過程中所呈現(xiàn)出的異同點來強調(diào)延遲滿足在當前中國教育領(lǐng)域的重要作用,并就如何提高學(xué)生的學(xué)業(yè)延遲滿足能力提出相關(guān)的意見和建議,僅供教育者、教育心理學(xué)研究者以及學(xué)生家長參考和借鑒。
張黎黎編著的《中國學(xué)生的學(xué)業(yè)延遲滿足研究》通過分析學(xué)生的延遲滿足能力、學(xué)習(xí)動機、自我制約學(xué)習(xí)方略的使用等之間的關(guān)系,以及明確延遲滿足能力高低不同的學(xué)生在完成一個長遠的學(xué)習(xí)目標的過程中所呈現(xiàn)出的異同點來強調(diào)延遲滿足在當前中國教育領(lǐng)域的重要作用,并就如何提高學(xué)生的學(xué)業(yè)延遲滿足能力提出相關(guān)的意見和建議,僅供教育者、教育心理學(xué)研究者以及學(xué)生家長參考和借鑒。
1 Introduction
1.1 Research background
1.2 The origin of ADOG--DOG
1.3 The previous research about ADOG
1.4 The construction of the present research
2 ADOG of Chinese Children
2.1 The ADOG scale for children and the correlation between ADOG and MSLQ
2.2 The differences between different ADOG learners
3 ADOG of Chinese Middle School Students
3.1 The ADOG scale for middle school students and the correlation between ADOG and MSLQ
3.2 The differences between different ADOG learners
4 ADOG of Chinese College Students
4.1 The ADOG scale for college students and the correlation between ADOG and MSLQ
4.2 The differences between different ADOG learners
5 General Discussion 1 Introduction
1.1 Research background
1.2 The origin of ADOG--DOG
1.3 The previous research about ADOG
1.4 The construction of the present research
2 ADOG of Chinese Children
2.1 The ADOG scale for children and the correlation between ADOG and MSLQ
2.2 The differences between different ADOG learners
3 ADOG of Chinese Middle School Students
3.1 The ADOG scale for middle school students and the correlation between ADOG and MSLQ
3.2 The differences between different ADOG learners
4 ADOG of Chinese College Students
4.1 The ADOG scale for college students and the correlation between ADOG and MSLQ
4.2 The differences between different ADOG learners
5 General Discussion
5.1 The summary of the present research
5.2 The limitation of the present study and the implication for the future research
Reference