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本文以478名重庆电子工程职业学院学生为被试对象。探讨基于工作过程教学法的实施对高职学生学习动机、自我效能感量的影响。采用学习动机量表和自我效能感量表对接受基于工作过程教学法和未接受基于工作过程教学法的学生进行测试对比。结果表明:两类高职生的自我效能感与学习动机在学习心理状态存在一定差异。
This article takes 478 students of Chongqing Institute of Electronic Engineering as the subjects. To explore the impact of the implementation of the teaching method based on the working process on the learning motivation and self-efficacy of vocational students. Using the Learning Motivation Scale and Self-Efficacy Scale to test the students who accepted the teaching method based on the working process and did not accept the teaching based on the working process. The results show that there is a certain difference in learning psychology between self-efficacy and learning motivation of the two types of vocational college students.