基于教师期望效应的高中思政课学习动机激发策略研究

Research on Strategies for Stimulating Learning Motivation in High School Ideological and Political Courses Based on the Teacher Expectancy Effect

摘要: 新课程改革倡导“以人为本”的教学理念，通过建立积极的教师期望效应，关注学生个性差异，激发学生内在的学习动机。教师期望效应是教育心理学中的一条重要规律，也是我们教学实践的重要理念。教师对学生的期望不仅关系学生的学习成绩的变化，而且会对学生的情感构建和价值观塑造产生重大影响。通过梳理教师期望效应的相关文献综述，回顾其心理学起源与发展脉络，并深入探讨教师期望效应与相关教育心理学理论的关系，在此基础上进一步探究教师期望效应与学习动机之间的内在关系，结合高中思政课的教学实践，分析当前将教师期望效应应用于学习动机激发过程中已经取得的实际成效，同时梳理出目前存在的期望目标层次不清、缺乏家校育人合力，以及评价反馈语言空洞、动态调整缺失两类核心问题，最后围绕分层期望目标构建与评价反馈语言优化两个核心方向，提出适配高中思政课教学的学习动机激发策略，促进高中思政课教师对教师期望效应的积极应用，有效激发学生的学习动机，提高思政课育人效果。

Abstract: The new curriculum reform advocates the teaching concept of “people-oriented”. By establishing a positive teacher expectation effect, it focuses on students’ individual differences and stimulates students’ internal learning motivation. The teacher expectation effect is an important law in educational psychology and also a crucial concept in our teaching practice. Teachers’ expectations of students not only relate to the changes in students’ academic performance but also have a significant impact on students’ emotional construction and value shaping. By sorting out relevant literature reviews on the teacher expectation effect, reviewing its psychological origin and development context, and deeply exploring the relationship between the teacher expectation effect and relevant educational psychology theories, on this basis, the internal relationship between the teacher expectation effect and learning motivation is further explored. Combining with the teaching practice of high school ideological and political courses, the actual achievements already obtained in the process of applying the teacher expectation effect to stimulate learning motivation are analyzed. At the same time, two core problems are sorted out, namely, the unclear hierarchy of expectation goals, the lack of joint educational efforts between schools and families, as well as the empty evaluation and feedback language and the lack of dynamic adjustment. Finally, focusing on the two core directions of constructing hierarchical expectation goals and optimizing evaluation and feedback language, strategies for stimulating learning motivation suitable for high school ideological and political courses are proposed to promote high school ideological and political teachers’ positive application of the teacher expectation effect, effectively stimulate students’ learning motivation, and improve the educational effect of ideological and political courses.