学习动机为学生的学习提供了方向和动力，对于学生在学习中的认知和心理过程起着支撑性作用。课堂则是现代教育的最基本的组织单元，在实现教育目标中处于核心地位。因此，理解学习动机对学生课堂学习过程的作用机制具有重要的学术价值和实践意义。然而，传统教育测量以量表、观察等方法为主要工具，存在着静态、无法高频重复测量等局限，因此很难实时、动态、精确地测量学生课堂学习动态。随着认知神经科学的发展和脑成像技术的进步，研究者可以在不干预学习者的情况下利用便携设备实时记录神经生理数据，并对学习过程中高阶认知活动进行神经表征，有助于揭示学生在复杂的课堂学习过程中内隐的认知状态，这使得理解学习动机如何影响学生课堂学习过程成为可能。基于此，本研究尝试分析主流的学习动机量表在探索课堂学习动态的适用性。本研究主要从经典教育测量学和新兴的教育神经科学两个路径展开，一方面结合我国中学数学课堂的教学模式和学习风格分析学习动机量表的内容效度，并考察对成绩和课堂问卷的预测效度；另一方面以真实数学课堂中学生脑同步指标作为对学习动态的表征，考察学习动机量表对于解释学生在课堂中内隐学习过程的适用性。本研究分析所用数据包括中学生在真实数学课堂情境下的脑电数据、学生自我报告的学习动机得分、大五人格得分、学生课后反思问卷数据、期末考试成绩以及课堂录像。本研究发现：（1）当前中学数学课堂常用的教学方式是讲授法，主要特征是教师主导的学生被动式学习，主要课堂事件为讲课和练习，学习目标是掌握标准的思路和问题解决流程，对学习效果评价则主要强调符合正确答案、减少出错率等，而学习动机量表则主要测量动机来源，类似于学生的学习风格或偏好，并且强调挑战、自主和好奇心，与样本所体现的教学模式并不一致，只有“选择简单任务”子维度实际测量的是具有明确学习目标和流程的学习风格，适合描述样本中大部分学生的学习风格。量表较低的内容效度可以解释学习动机与数学成绩的预测效度较低，而且散点图较为分散。（2）学习动机与学生课后自我报告的知识掌握程度、情绪状态、专注程度之间显著正相关，对课堂整体状态有一定的解释能力；（3）以真实课堂情境中脑同步指标TI表征学生课堂学习动态，发现动机量表中“选择简单任务”子维度能较好地预测学生的课堂学习动态，而“挑战性”与“热衷性”子维度对课堂动态的解释则呈现出高、低分群体的差异。
Academic motivation, one of the basic elements of learning, provides direction and strength for students' learning. It plays a very critical supporting role for students' cognitive and psychological processes. The classroom is the most basic organizational unit of modern education, the main place of teaching, and is at the core of achieving educational goals. Therefore, understanding the mechanism of academic motivation for students' classroom learning process has important academic value and practical significance. However, the traditional measurement methods of academic motivation are based on scales, which have limitations such as static and inability to repeat measurements at high frequencies. Therefore, it is difficult to empirically test the impact of academic motivation on the dynamic process of student classroom learning. With the development of cognitive neuroscience and the advancement of measurement technology, researchers can use portable wearable devices to collect neurophysiological data in real classroom situations without interfering with learners. The neurophysiological data of learners in real situations has high ecological validity, can help to reveal the implicit cognitive changes of students in the classroom, which makes it possible to understand how learning motivation affects the learning process of students in the classroom.Based on above, this research attempts to analyze the applicability of mainstream academic motivation scales in exploring classroom learning dynamics. This research mainly starts from the classic educational measurement and the emerging educational neuroscience. On the one hand, this research analyzes the content validity of the academic motivation scale combining the real mathematics classroom learning situation. On the other hand, the students’ neurophysiological characteristics in the real mathematics classroom situation are used to describe the students’ learning dynamics, and the applicability of the academic motivation scale for predicting students’ implicit learning process in the classroom is investigated. The data used in the analysis of this study includes the EEG data in the real mathematics classroom situation, the students' self-reported academic motivation scores, the Big Five personality scores, the students' reflection questionnaire data, final exam scores and classroom videos. The major findings of this research are: (1) The teaching method is commonly used in middle school mathematics classrooms. The main feature is teacher-led passive learning of students. The main classroom events are lectures and exercises. The learning goal is to master standard ideas and problem-solving processes. The evaluation of learning effect mainly emphasizes compliance with correct answers and reduction of error rate, while the academic motivation scale mainly measures the source of motivation, similar to the learning style or preference of students, and emphasizes challenge, autonomy and curiosity, which are not consistent with the model, and the teaching goal reflected in the sample; and it is impossible to measure the learner's motivation strength; the correlation coefficient between academic motivation and mathematics performance is relatively small, and the scatter plot is relatively scattered. (2) There is a significant positive correlation between Academic motivation and students’ self-reported knowledge mastery, emotional state, and concentration; (3) Using the brain synchronization index TI to characterize students’ classroom learning dynamics in real classroom situations, it is found that selecting the simple task sub-dimensions of the academic motivation scale can better predict students’ classroom dynamics, and the "challenging" and "enthusiasm" sub-dimensions in the interpretation of classroom dynamics show differences between high and low score groups.This research is carried out under naturalistic education context. It restores the objective teaching scene and the dynamic learning process, and shows that learners with different academic motivation have different responses to classroom events. There are differences in response to classroom events, which have important practical significance for guiding education and teaching. It has certain theoretical value and practical significance for improving the academic motivation scale and understanding the influence of academic motivation on learning dynamics in mathematics classrooms of middle school.
