本研究考察了线上一对一中文课堂中，教师动机实践与北美华裔儿童学习者动机行为的差异特征、动态变化及相互关系，以结构化课堂观察作为主要的数据收集方法。以往相关主题的研究多为大规模的调查研究，通过自述性问卷收集数据，以静态的数据统计方法证明变量间的关系，未关注到教师动机实践及学习者动机行为的动态变化，以及二者之间的动态相关性。本研究充分发挥研究者作为教学实践者的有利条件，开展了长期、深入的个案研究，阐明了教师动机实践与学习者动机行为的差异特征、变化及二者间的关系。

本文共分为七章。绪论部分说明选题缘起、研究意义及问题，界定相关概念并说明理论基础；第二章综述现有理论及实证研究的发展过程；第三章说明研究设计及研究方法，介绍课程、教师、个案学习者等研究要素的基本情况；第四章分析教师动机实践和学习者动机行为的差异特征及动态变化；第五章论述教师动机实践和学习者动机行为的关系；第六章分析典型课堂案例；第七章提出教学启示及建议。

研究主要有以下几点发现：第一，在本研究的特定背景下，教师动机实践、学习者动机行为在个案间存在显著差异，动态变化特征也具有多样性。第二，教师动机实践和学习者动机行为在整体上存在显著正相关关系，但相关程度随时间持续变化，不同个案的变化特征存在差异。第三，教师动机实践和学习者动机行为的静态、动态关系取决于观察视角，系统中的微小变化会产生显著影响，教师应辩证看待教学中的稳定与变化，从不同视角下开展教学设计、实践与反思。

本研究丰富了教师动机实践的效果研究、学习者动机行为研究在线上一对一中文课堂教学语境下的探索，启发教师们基于各自的教育背景进行观察与研究，以多元的视角看待课堂教学中，各因素的变化与互动关系，让理论与实践、教学与研究有机结合并相互促进。

This study investigated the differences, dynamic changes and interrelationships between teachers' motivational practice and learners' motivated behavior of Chinese-American children in North America in online one-to-one Chinese classrooms, using structured classroom observation as the main data collection method. Most of the previous studies on relevant topics were large-scale surveys, which collected data through self-reporting questionnaires and proved the relationship between variables with static statistical methods. They did not pay attention to the dynamic changes of teachers' motivational practice and learners' motivated behavior, as well as the dynamic correlations between them. This study gives full play to the advantages of the researcher as teacher, carries out a long-term and in-depth case study, and clarifies the characteristics and changes of teachers' motivational practice and learners' motivated behavior as well as the relationships between them.

This paper is divided into seven chapters. The introduction part introduces the origin and significance of the topic, and the research questions; Chapter two analyzes the existing literature and theoretical basis; The third chapter describes the research design, explains the research object and methods, and expounds the basic situation of the factors related to the research, such as the teacher, researchers and learners. Chapter four analyzes the differences and dynamic changes between teachers' motivational practice and learners' motivated behavior. Chapter five discusses the relationship between teachers' motivational practice and learners' motivated behavior. Chapter six analyzes typical classroom cases; Chapter seven puts forward teaching enlightenment and suggestion.

The main findings of this study are as follows: First, under the specific background of this study, there are significant differences between individual cases in the characteristics and dynamic changes of teachers' motivational practice and learners' motivated behavior. Second, there is a significant positive correlation between teachers' motivational practice and learners' motivated behavior on the whole, but the degree of correlation continues to change over time, and there are differences in the change characteristics of different cases. Third, the static and dynamic relationships between teachers' motivational practice and learners' motivated behavior depends on the perspective of observation. Small changes in the system will have a significant impact, requiring teachers to treat stability and change in teaching objectively, and carry out teaching design, practice and reflection from different perspectives.

This study enriched the research of teacher's motivational practice and learners’ motivated behavior in Chinese one-on-one online classroom context, to inspire teachers carrying out teaching observation and research based on their education background, exploring changes and the interactions between factors of classroom from different perspectives. Make the theory and practice, teaching and research organically combined and mutually reinforced.