中国科学院心理研究所机构知识库

为说明教师与学生之间动机感染行为的发生过程，阐述相关影响因素的作用能力，针对基于元分析模型的师生动机感染行为展开仿真研究。根据元分析本体构建原则，分别探究有关教师的教学动机、有关学生的学习动机，并以此为基础，分析关于课堂学习的师生动机互动性行为标准，完成元分析模型的相关概念界定。联合动机定义条件与测量行为，确定师生动机感染行为的实用性能，并根据最终分析结果完成基于元分析模型的师生动机感染研究。仿真分析结果表明，在课堂环境中，师生动机感染是一个双向传递的过程，教师必须根据学生反馈的线索信息调整教学动机，学生则应该通过个人认知转化所学知识，在提升个人学习动机的同时，使得启发性与互动性课堂的构建成为可能。

A simulation study on the teacher⁃student motivation infection behavior based on the meta⁃analysis model is performed to explain the process of motivational infection between teachers and students and illustrate the functions of relevant influencing factors of motivational infection. The teaching motivation of relevant teachers and the learning motivation of relevant students are explored according to the principle of meta ⁃ analysis ontology construction. On this basis，the interactive behavior standards of teacher⁃student motivation in classroom are analyzed to complete the definition of relevant concepts of the meta ⁃analysis model. In combination with the definition conditions and measurement behaviors of the motivation，the practical performance of teacher⁃student motivation infection behaviors is determined. And then，the research on teacher ⁃ student motivation infection based on meta ⁃ analysis model is completed according to the final analysis results. The simulation results show that the teacher ⁃ student motivation infection is a process of two ⁃way transmission in the classroom environment，the teachers must adjust their teaching motivation according to the clues feedback from students，and the students should transform their learned knowledge by personal cognition，which make it possible to construct inspiring and interactive classroom while improving their own learning motivation.

中国科学院科技扶贫项目,乡村社会心理服务体系建设与示范：从精准扶贫到乡村振兴（KFJ-FP-201906）