Question

帮忙翻译论文摘要，教育心理学方面的

小学高年级学生学习动机的干预效果
摘要
目的:探讨启发式的教学模式与积极归因训练相结合，对小学高年级学生学习动机的干预效果。
方法:将35例随机抽取的5年级小学生随机分为两组，对照组接受常规小学课堂教育，实验组除接受常规小学课堂教育外，同时参加为期8周，每周2次的学习动机干预活动，比较两组学生于干预前后在学习动机诊断测验(MAAT)、一般自我效能感量表（GSES）上测评结果所反映的干预效果。
结果:与干预前相比，实验组在经过8周后的学习动机（MAAT）和自我效能感显著提高，干预后实验组的学习动机（MAAT）、自我效能感（GSES）显著高于对照组。
结论:启发式教学结合积极归因训练，应用于对小学高年级学生的学习动机干预，可以显著提高小学生的学习动机，增强小学生的自我效能感。可以作为现代小学教育的一种重要辅助教学方式。
关键词:启发式教学 积极归因 学习动机

用词和语法务必要准确，如果有特别满意的答案，追加100分

Answer 1

Upper primary motivation for the intervention students
Abstract
Objective: To explore the teaching mode and a positive heuristic attribution training combined with higher grades of primary school students learning motivation intervention.
Methods: 35 cases randomly selected 5th grade students were randomly divided into two groups, control group received routine primary classroom education, the experimental group in addition to the regular primary school classroom education, also participated in 8 weeks, 2 times per week motivation interventions compared two groups of students before and after intervention for learning motivation in the diagnostic test (MAAT), General Self Efficacy Scale (GSES) on the survey results reflected the intervention effect.
Results: Before the intervention, compared to the experimental group after 8 weeks of learning motivation (MAAT) and self-efficacy increased significantly after the intervention the experimental group motivation (MAAT), self-efficacy (GSES) was significantly higher .
Conclusion: The combination of heuristic teaching positive attribution training, applied to the upper primary student motivation intervention can significantly improve the students learning motivation, strengthen self-efficacy students. Modern primary education as an important supplementary teaching.
Keywords: heuristic teaching positive attribution learning motivation

Answer 2

The interventional effects of the elementary students' learning motivation
summary
aim:Research the effects of combining Heuristic teaching method with actively attributional training to intervene the elementary students' learning motivation
process:Randomly draws out 35 pupils of grade 5 and divides them into tow groups.The matched group accept routine primary schools' education.In addition to accept the routine primary schools' education,the experimental group also take part in the interventional activities of learning motivation for 8 weeks and weekly 2 times at the time.Comparing two groups of students in learning motivation in before and after the intervention diagnostic tests (MAAT), general self-efficacy scale (GSES) assessment result reflects on the intervention effects.
result:Compared with the intervention before, experimental group's learning motivation (MAAT) and self-efficacy improved significantly after eight weeks and their learning motivation , self-efficacy significantly higher than the control group
conclusion:combining Heuristic teaching method with actively attributional training can applied to intervene elementary students' learning motivation , can greatly improve their learning motivation, enhance their self-efficacy. Can be used as a kind of modern primary education important auxiliary teaching mode.
Keywords: the heuristic teaching actively attributional training learning motivation

Answer 3

Purpose:study the teaching mode of the inspire type with actively return because of train combine together, vs the interruption effect of the primary school upperclassman learning motive.
Method:living 35 random drawout and grade 5 primary schools to random is divided into two sets of, the matched control accepts routine primary school classroom education, experiment set in addition to accept a routine primary school the classroom educate, the take part in is 8 cycles at the same time, weekly 2 times of learning motive interruption movable, more two sets of student is in the front and back of the interruption in the learning motive diagnostic test(MAAT) and generally by one's own the capability measures table(GSES) up measure to review result reflect of interruption effect.
Result:with interruption before compare, experiment set the learning motive(MAAT) after 8 cycles and ego the capability show a Zhao exaltation, after the interruption the learning motive(MAAT) of experiment set, ego capability's showing Zhao is higher than collate

Answer 4

Objective: to explore the teaching mode and active heuristics combining attributional training elementary students learning motivation intervention effects.
Methods: the 35 cases were randomly fifth grade pupils randomly divided into two groups: control group education, elementary school classroom for routine experimental primary school classroom education except accept conventional outside, at the same time for a 8 weeks, twice weekly study motivation intervention activities, compared with two group of students in the learning motivation diagnosis before and after the intervention MAAT), tests (general self-efficacy scale (GSES) assessment result reflects on the intervention effects.
Results: compared with the intervention group before, after eight weeks after the learning motivation (MAAT) and self-efficacy improved significantly and intervention group study motivation (after MAAT), self-efficacy significantly higher than the control group (GSES).
Conclusion: the heuristic teaching union positive attribution training, applied to elementary students' learning motivation intervention, can greatly improve the learning motivation, enhance pupils pupils' self-efficacy. Can be used as a kind of modern primary education important auxiliary teaching mode.
Keywords: the heuristic teaching positive attribution learning motivation