Research on the Impact of Policy Instruments on the learning Motivation of Government-sponsored Normal Students from the Perspective of Rural Revitalization

DOI: https://doi.org/10.62517/jhet.202415301

Author(s)

Lu Xiang

Affiliation(s)

School of Education Science, Zhaoqing University, Zhaoqing, Guangdong, China

Abstract

Against the backdrop of rural revitalization and high-quality development of education, the government attaches great importance to rural education and teacher team construction, and has issued relevant policy documents. Policy tools are key means, and governments need to formulate the selection and supporting use of policy tools according to the actual situation. This article adopts questionnaire survey method, mathematical statistics and analysis method to investigate and analyze the acceptance degree of policy tools and learning motivation status of public-funded normal students, and explore the correlation between variables. From the results, it can be seen that there is no significant difference in learning motivation between public-funded normal students and non-public-funded normal students, and public-funded normal students have a higher acceptance degree of policy tools. Policy tools have a significant positive impact on the dimensions of learning motivation of public-funded normal students. Based on the above research results, several suggestions are put forward to establish an evaluation mechanism for educational policy tools with teacher development in the new era as the core, diversify the combination of educational policy tools, and improve the monitoring system for the implementation effect of educational policy tools.

Keywords

Policy Instruments; Learning Motivation; Public-funded Normal Students; Non-public-funded Normal Students

References

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