A Study On The Influence Of Senior High School Students’ Directed Motivational Currents Based On The OBE Theory

Outcome-based Education(OBE)is a teaching idea that closely combines expected learning outcomes,implementation of teaching activities,and evaluation of learning outcomes.It focuses on learning outcomes in the teaching process.OBE has been implemented in some countries and regions including Australia,the United States,South Africa,China’s Hong Kong,etc.The effect is good.At present,many scholars in China are studying the results-based education theory,and the application of OBE teaching method in specific courses has been explored.This provides a solid foundation for future research.Motivation is one of the most important factors in L2 learning and has become an important area of second language acquisition research.Traditional motivation researches separate from individual’s longterm behavior.Most studies do not theoretically explore persistent,goal-oriented motivational phenomena.The directed motivational currents(DMCs)captures the essence of the previous second language motivation,which makes the second language learning motivation become a multi-dimensional,interdisciplinary and multi-level complete system.It also supplies a view for the study of second language learning motivation.It has important practical value for studying the whole L2 learning motivation process as well as the individual long-term motivation.This research combines the OBE theory with the directed motivational currents and aims to study the impact of OBE theory on directed motivational currents in English for high school students,both of which are based on achieving the ultimate goal.Therefore,the researcher studies the influence of directed motivational currents on students’ English learning based on the OBE theory.Through classroom observation,questionnaires and interviews,the researcher conducted a study on the DMCs under the OBE theory for 65 students from class ten in the Affiliated Middle School of Henan Normal University in Xinxiang.The researcher distributed 65 questionnaires and 60 valid questionnaires were returned.In addition,based on the final scores of the students in this class,the researcher set high-level students with a final score of more than 120 and students with a final score of less than 100 as low.The researcher first conducted a class observation of them.For further study,the researcher selected 3students in high group and 3 students in low group to interview them.This thesis mainly studies three questions:(1)What is the difference in learning motivation between English achievers and underachieversunder OBE theory?(2)What elements affect the core dimensions of the DMCs under the OBE theory?(3)How to help students form DMCs in English learning under the OBE theory?The major findings of the research are as follows: The phenomenon of DMCs exists and can be identified in the high school students’ English learning process under the OBE theory.The data of the questionnaire provides a solid theoretical support for this.Through the analysis of classroom observations,questionnaires and interviews,the researcher finds that the five dimensions of DMCs are influenced by multiple factors.The motivational differences between achievers and underachievers are reflected in the five dimensions of DMCs.The researcher proposes some methods to help students generate DMCs based on the OBE theory,which have important significance for the future study of DMCs and its application in L2 learning.The researcher puts forward some suggestions for the study of future DMCs.