《英語項目學習模式對學習動機的影響因素探究：一項網(wǎng)絡(luò)環(huán)境下基于東北大學的實證研究》為博士論文，作者王勃然從社會建構(gòu)主義出發(fā)，探究了項目學習模式影響大學英語學習動機的諸多因素。《英語項目學習模式對學習動機的影響因素探究：一項網(wǎng)絡(luò)環(huán)境下基于東北大學的實證研究》共有六章，分別從4個問題入手，分析了網(wǎng)絡(luò)項目學習模式中的重要特質(zhì)，提出網(wǎng)絡(luò)項目學習模式和內(nèi)在動機構(gòu)念應該共同作用，一起提高學生的學習成就。結(jié)果表明項目學習的九大特質(zhì)對動機構(gòu)念有著程度不一、效果明顯的影響，可歸為主要和次要動機因素。研究結(jié)果對于設(shè)計和實施項目學習活動的教師具有重要的參考意義。
List of Abbreviations
Chapter One Introduction
1.1 Background of the study
1.2 Objectives of the study
1.3 Significance of the study
1.3.1 Theoretical significance
1.3.2 Methodological significance
1.3.3 Pedagogical significance
1.4 Outline of the dissertation
Chapter Two Literature Review of PBL
2.1 Concepts of PBL
2.2 Theoretical foundations for PBL
2.3 Essentials of PBL
2.4 Key features of PBL
2.5 Benefits and challenges of PBL
2.5.1 Benefits of PBL
2.5.2 Challenges of PBL
2.6 Summary
Chapter Three Literature Review of Motivation
3.1 Motivation defined
3.1.1 Definitions of motivation in general
3.1.2 Definitions of L2/FL learning motivation
3.1.3 Classifications of motivation
3.2 Learning motivation
3.2.1 Motivation and L2/FL learning
3.2.2 Motivation and technology-enhanced language learning
3.3 Typical models of motivation
3.3.1 Gardner's socio-educationalmodels
3.3.2 Schumann's acculturation model
3.3.3 Williams and Burden's social constructivist model
3.3.4 Dtrnyei's models of FL/L2 learning motivation
3.4 Constructs of motivation
3.4.1 Self-efficacy
3.4.2 Anxiety
3.4.3 Self-confidence
3.4.4 Attribution
3.4.5 Expectancy-value
3.4.6 Goals
3.4.7 Self-determination
Chapter Four Research Design
4.1 Working definitions of PBL and motivation
4.2 Theoretical foundations
4.2.1 Thecognitive perspective
4.2.2 The social constructivist perspective
4.3 The conceptual networked PBL model of motivation
4.4 Research questions
4.5 Designing principles， procedure， participants and instruments
4.5.1 Designing principles
4.5.2 Procedure
4.5.3 Participants
4.5.4 Instruments
4.5.5 Data collection & analysis
Chapter Five. Results and DiscUssions.
5.1 Reliability. and validity of the questionnaire
5.1.1 Reliability
5.1.2 Validity
5.2 Features of the networked PBL model that affect learning motivation
5.2.1 General analysis of the motivational factors
5.2.2 Gender-based analysis of the motivational factors
5.2.3 Major-based analysis of the motivational factors
5.3 Possible learning achievements the networked PBL model leads to
5.3.1 Discussions on the questionnaire
5.3.2 Discussions on the students' self-reports
5.4 Smnmary
Chapter Six Conclusion
6.1 Major findings
6.1.1 Motivational factors in the networked PBL model
6.1.2 Possible learning achievements the networked PBL model leads to 180
6.1.3 The modified networked PBL model of motivation
6.2 Implications of the study
6.2.1 Theoretical implications
6.2.2 Methodological implications
6.2.3 Pedagogical implications
6.3 Limitations of the study
6.3.1 Sample size
6.3.2 Time constraints
6.3.3 Research experience
6.4 Suggestions for future research
Bibliography
Acknowledgements
Appendixes
Appendix I
Appendix II
Appendix III
Appendix IV
書單推薦
