Motivation Research On Group-assisted Learning

With the continuous advance of the new curriculum reform, the group-assisted learning is the typical teaching method under the teaching mode of "teacher-led; student-oriented", has been widely used in various schools. Information technology is the foundation of modern education and the basic means to achieve lifelong learning, because of its own characteristic natural stands in the forefront of education reform. The group-assisted learning has shown its unique role in junior middle information technology, so it is very necessary for the evaluation research of group-assisted learning in information technology class.According to educational psychology theory, motivation playing the function of stimulation, orientation, strengthening, is the direct cause of learning behavior. Similarly, motivation which the key factor related to effectively carry out for group-assisted learning is the driving of directly promoting the students’assisted learning. However, the group-assisted learning lacks tools to measure learning motivation in practical application. To solve the problem, this paper based on the Ausubel’s motivation theory, design innovatively the learning motivation scale and measure the group-assisted learning’s effect on learning motivation. Specifically, First, conduct literature review about the research status of group-assisted learning and elaborate the relevance theory of group-assisted learning and learning motivation to lay the theoretical foundation; Second, the preliminary questionnaire is designed based on the above theories, and the formal evaluation scale of learning motivation is made through item analysis, factor analysis and reliability-testing; Finally, Measure the learning motivation of group-assisted learning in information technology class based on scale we designed and interview teachers who used group-assisted learning in his class to analyze the collected data in detail.The research found that: the group-assisted learning can promote learning motivation. The cognitive drive is higher than ego-enhancement drive and affiliative drive, this three drives are complementary; For this promoting role, there exists a significant difference in gender and no significant difference in speed class; Addition, it has the largest influence on students’ learning interest in indicators of the learning motivation. During the investigation, the researcher also found some problems, such as the inadequate organization,"free to lift" phenomenon and so on. Therefore, the study gives some suggestions for the implementing of the group-assisted learning from four aspects which are schools, teaching methods, teachers and students.In summary, the information technology teaching based on the group-assisted learning can stimulate students’ interest in learning, give ful play to each person’s wisdom, and change from passive learning to active learning, not only to promote the development of learning motivation, but also facilitate the exchange of students’ emotional. It is hope that this research can provide a reference for teachers to guide information technology teaching practice and the group-assisted learning can really apply to teaching. It can give full play to the subjectivity of students and enables them to learn information technology knowledge in happiness.