大学生MOOC英语学习任务价值感知的四维结构理论探析——基于Eccles主观任务价值理论的在线语境适配

An Exploration of the Four-Dimensional Structural Theory of College Students’ Task Value Perception in MOOC English Learning—Adaptation to the Online Context Based on Eccles’ Subjective Task Value Theory

摘要: MOOC已成为我国高校大学英语、通识英语、四六级备考、跨文化交际等课程的重要教学载体，大学生是MOOC英语学习最核心、最稳定的群体。任务价值感知是影响大学生MOOC英语学习动机、课堂投入、持续参与与学习成效的关键心理因素。本研究以Eccles与Wigfield的主观任务价值理论为基础，立足高校MOOC英语教学这一具体情境，系统剖析大学生MOOC英语学习任务价值感知的获取价值、内部价值、效用价值、成本四维结构，探究MOOC语境下时空分离、自主学习主导、弱互动、平台化、学分挂钩等特征对各维度价值感知的独特影响与作用机制，分析四维价值感知在大学生MOOC英语学习中的现实适配困境，并针对性提出各维度的在线语境优化策略，最终构建面向大学生MOOC英语学习的任务价值感知四维结构模型。研究结果可拓展主观任务价值理论在高校英语MOOC领域的应用边界，为大学英语MOOC任务设计、平台开发、混合式教学与学习支持提供更具针对性的理论指导与实践参考。

Abstract: MOOC has become an important teaching carrier of college English, general English, CET-4/6 preparation and intercultural communication in Chinese universities, and college students are the core and stable group of MOOC English learning. Task value perception is a key psychological factor affecting college students’ learning motivation, classroom engagement, sustainable participation and learning effectiveness in MOOC English courses. Based on the Subjective Task Value Theory proposed by Eccles and Wigfield, this study systematically analyzes the four-dimensional structure of task value perception in college students’ MOOC English learning, namely attainment value, intrinsic value, utility value and cost, based on the specific context of college MOOC English teaching. It explores the unique influence and mechanism of MOOC contextual characteristics (e.g., space-time separation, autonomous learning dominance, weak interaction, platformization, credit linkage) on each dimension of value perception, analyzes the practical adaptation dilemmas of the four-dimensional value perception in college students’ MOOC English learning, and puts forward targeted online context optimization strategies for each dimension. Finally, a four-dimensional structure model of task value perception for college students’ MOOC English learning is constructed. The research results can expand the application boundary of the Subjective Task Value Theory in the field of college English MOOC, and provide more targeted theoretical guidance and practical reference for task design, platform development, blended teaching and learning support of college English MOOC.