Reasearch On The Observation Of Teachers' Autonomy-support Behavior In Class

Learning motivation is an important influential aspect of students'points. The roots of the motivation research theory trace back to Atkinson expectation value theory model in 1952. Bernard. Werner proposed attribution theory in 1974, and Albert Bandura put forward self-efficacy theory in 1977. These early theories just focused on the level of motivation . With its development, Deci proposed self-determination theory, which classified motivations into 5 different continuous classes and the continuous motivations can be transformed to each other, which is the transformation between external motivations to the internal motivations; based on it, Vallerland proposed sequence process model, which was that social factor influenced the process of students'motivation internalization by the three fundamental needs (autonomous, relevance and competence). The above theories focused on the internalization of motivation.Lots of empirical studies improved that teachers'autonomous supports, as a social factor, play an important role in students'level of motivation. The students come from the class whose teachers'support them autonomously are better than those don't have that teachers in motivation level, grades and future development.The research is noticed by the scholars of pedagogic and psychology. The foreign researchers defined and classified the teachers'autonomous supports and autonomous controls according to the experiments, and improved teachers'autonomous supports by the researches of teachers'intervene. The results find that the increasing of teachers'autonomous supports improves the level of students'motivation level.The study chooses 14 classes randomly in grade 7 and grade 9 among middle schools in Changchun, and chooses one of the most popular teachers in every class to observe. The study uses "field research method" to describe teacher'autonomy- supportive behaviors by the observations, compares the frequency of different autonomy- supportive behaviors and finds its reasons.The results as followings:First,The teachers often appear autonomy-supporting behavior in class including:Time listening,Time allowing student to work in own way,Time student talking,Providing rationales,Praise as informational feed-back,Offering encourage- ments,Offering hints,Being responsive to student-generated questions. Second,The unfrequent autonomy-supportive behavior in class including:Asking what student wants,Seating arrangements,Communicating perspective- taking statements.Third,The teachers often appear autonomy-controlling behavior in class including:Time teacher talking,Time holding/monopolizing learning materials,Exhibiting solutions/answers,Making should/ought to statements,Deadline statements,Criticizing the student.Forth,The unfrequent autonomy-controlling behavior in class including:Uttering solutions/answers,Uttering directives/commands,Asking controlling questions,Praise as contingent reward.The study discussed the characters of teachers'autonomous supports, and combines the observations and the foreign classification system, and gives some advices to Educational Practices and the tool of evaluation of china's teachers'autonomy- supportive behavior.