CAJ | 학술논문

国外关于教师自主支持行为的理论假设认为，自主支持型教师比控制型教师更容易促进学生学习动机的内化。一系列实证研究则表明：在自主支持教师的班级里，学生更愿意呆在学校，倾向于表现出更好的学业能力；具有创造性，偏爱积极挑战；能产生更多的积极情绪，同时也具有更高的自主学习动机。本研究则运用问卷法、座谈法及课堂观察法三种方法，进一步验证了教师的“支持性”行为而非“控制性”行为能够更好地促进自主探究性的学习。同时在跨文化背景的现场观察中得出了我国教师的10种自主支持行为和6种抑制行为。
국외관우교사자주지지행위적이론가설인위，자주지지형교사비공제형교사경용역촉진학생학습동궤적내화。일계렬실증연구칙표명：재자주지지교사적반급리，학생경원의태재학교，경향우표현출경호적학업능력；구유창조성，편애적겁도전；능산생경다적적겁정서，동시야구유경고적자주학습동궤。본연구칙운용문권법、좌담법급과당관찰법삼충방법，진일보험증료교사적“지지성”행위이비“공제성”행위능구경호지촉진자주탐구성적학습。동시재과문화배경적현장관찰중득출료아국교사적10충자주지지행위화6충억제행위。
The Self Determination Theory states that： teachers with an autonomy-supportive style rely on different instructional behaviors to motivate their students than do teachers with a controlling style. A series of empirical studies also show that in an autonomy-supportive style classroom： students are more willing to stay in school, tend to show better academic ability ; with more creative, prefer challenge and also have higher intrinsic motivation. In this study, the use of three methods which are questionnaires, focus group discussion and classroom observation further verify that Teachers with an autonomy- supportive style rather than teachers with a controlling style can better promote motivation internalization. Meanwhile this research conclude that Chinese teachers＂ 10 hypothesized autonomy-supportive behaviors and 6 hypothesized controlling behaviors in a cross-cultural field observation.