教师评价语言对初中生情绪状态及学习状态的影响-发展与教育心理学专业论文.docxVIP

否定评价能够显著降低初一、三学生的学习状态水平，对初二学生学习状态没有显著影 否定评价能够显著降低初一、三学生的学习状态水平，对初二学生学习状态没有显著影 响；能够显著降低男生的学习状态水平，对女生学习状态没有显著影响；能够显著降低 学业优秀组、学业不良组学生的学习状态水平，对学业一般组学生学习状态没有显著影 响。笼统否定评价能够显著降低不同年级、性别、学业水平初中生的学习状态水平。 关键词：初中生教师评价语言情绪启动学习状态 IV 万方数据 AbstractThe Abstract The stage of Junior middle school is the key to the students’learning career．The condition of students engaged in learning activities is called learning state，which has，a direct impact on learning efficiency and the development of learning ability．As a very important kind of information transfer between teachers and students，the teacher’S evaluative language can focus the students’attention on learning，arouse the learning enthusiasm，keep a good learning state．Emotional state is the component of Learning state．When students’emotional state is changed，leaming state will be also changed．This first study launches junior high school students’emotional states by the teacher’S evaluative language，at the same time demonstrate the effectiveness of experimental materials．Then discusses the influence of different teachers’evaluative language on the junior high school students’learning state． This study includes two experiments： The first experiment researches if the teachers’evaluative language Can priming emotion of junior middle school students．The experiment uses a 2(The consistency of teachers evaluative language and mood word： consistency and inconsistencyl×3(Grade：seventh grade、eighth grade、ninth grade)×2(Gender：male and female)×3(Academic level： excellence ordinary bad)mixed experimental design．The teachers’evaluative language and mood words are the within—subject variable．Grade、 gender、educational level are the between-subjects variables．The subjects。reaction time is the dependent variable． The second experiment explores the influence of different types of teachers。evaluative language on junior middle school students。learning state’．Using a 4(Teacher’S evaluative language：specific positive evaluation，general positive e