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激发学习动机


Valuing the task of learning
认识学习的价值
Four ways of putting value in the task
Ways that encouraging extrinsic motivation:
激发外部动机的途径 – Positive reinforcement 正向强化 – Negative reinforcement 反向强化 – Extinction 消亡 – Punishment 处分
Discussion 1
What is motivation? How many kinds of motivation do you know? Give an example to each kind of motivation. Do you agree the classification of this book? What are the features of motivation? Why motivation is the most important factor in school learning?
– High quality involvement 高质量的投入 – Feeling of pleasure 良好的感觉 – Self-maintaining 自我保持
Social motivation: 社会动机
– Value what other people valued 以他人的价值为重 – Seeking perfection and being model 追求完美成为楷模 – Working hard for the target beyond the task 为学习之外 的目标而努力 – Change with social evaluation 随社会评价的改变而变
Internal-external 内部-外部 Controllable-uncontrollable 可控-不可控 Stability-instability 稳定-不稳定
General-special 一般-特殊 Expectable-unexpectable 可预期-不可预期
注意,归因并没有绝对的好与不好之分。但是有一种 由于归因而导致的对学习的绝望(Learned ( hopelessness)情绪,需要认真加以防止。这种情况 ) 往往出现在一些表现较差的学生身上,他们认为自己 的表现差是必然的(稳定归因),是无法把握的(不 可控归因),是自己的资质不行(内部归因),从而 导致这种情绪的产生。
What is attribution?
归因 归因(attribution):人们对他人或自己行为 : 原因的推论。 原因的推论。就是观察者从可能导致行为 的多种因素中认定原因并判断其性质。 的多种因素中认定原因并判断其性质。
– 上海教育出版社:心理学大辞典,2003年12月第一版,p. 459 上海教育出版社:心理学大辞典, 月第一版, 年 月第一版
Properties of different motivation:
各类动机的特点
External motivation: 外在动机
– Low quality involvement 低质量的投入 – Feeling with pressure 感到压力 – Unstable 不稳定
Internal motivation: 内在动机
自认应该对学习结果负责
– The effect of gain face and lose face. 面子效应
Biological and psychology bases of intrinsic motivation: 内部动机的生理和心理基础
– Development 发展 – Curiosity 好奇 Right mix of match and mismatch - A way to encourage positive intrinsic motivation.
– 上海教育出版社:教育大辞典(增订合编本上), 上海教育出版社:教育大辞典(增订合编本上),1998年8月第一版,P. 289 月第一版, ), 年 月第一版
Different kinds of motivation
不同类型的动机
Four kinds of motivation
Extrinsic motivation:Students learn because : of the consequence: to obtain a reward, or to avoid punishment for not doing it. b. Social motivation: Students learn in order to please people who are important to them, for example their families. c. Achievement motivation: Students learn in order to compete against other students: winning makes them feel good. d. Intrinsic motivation: Students learn because they are interested in the task or activity itself, and performing it gives them pleasure. a.
Ways that encouraging social motivation:
激发社会动机的方法 – Praise 奖励 – Modelling 榜样
Environment that encouraging achievement motivation: 激励成就动机的环境
– people know that they will be evaluated on their performance. 知道最终是通过成绩进行评价 – People know that the evaluation will be favourable or unfavourable. 知道评价的结果可能是甜美的或苦涩的 – People see themselves as responsible for the outcomes.
Why do we need to motivate student learning in schools?
For students, school learning task is:
对学生来说, 对学生来说,学校的学习任务是
– unprepared.
没有准备的
– not fun.
没有趣味的
– not meaningful & worthwhile.
对学生完成任务有合适的期望。
Discussion 2
What is attribution? How many kinds of attribution do you know? Please give examples to each kind of attribution to explain how does it affect one’s motivation.
– 上海教育出版社:心理学大辞典,2003年12月第一版,p. 223 上海教育出版社:心理学大辞典, 月第一版, 年 月第一版
动机 动机(motive):以一定方式引起并维持人的 : 行动的内部唤醒状态。 (这一术语) 行动的内部唤醒状态。…(这一术语)现 在用于表示驱使人的行动的内部状态 表示驱使人的行动的内部状态… 在用于表示驱使人的行动的内部状态
What is motivation
The reasons for undertaking a task: a particular problem in institutionalised learning. (p.101) 动机 动机(motivation):激发和维持有机体行动, :激发和维持有机体行动, 并使该行动朝向一定目标的心理倾向或内 部驱力。 部驱力。
归因 归因(attribution):人们对自己或他人行为 : 的原因进行推测、判断或解释的过程。 的原因进行推测、判断或解释的过程。
– 上海教育出版社:教育大辞典(增订合编本上), 上海教育出版社:教育大辞典(增订合编本上),1998年8月第一版,P. 496 月第一版, ), 年 月第一版
归因的类型
Classroom Learning
Chapter6 Motivating Learning 激发学习动机
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Issues in this chapter: 本章主要内容:
Why motivation is important to student learning? Different kinds of motivation Expectation and attribution
The teudents see the value of what they are doing.
帮助学生了解他们所做事情的价值。
b. To give students a reasonable expectation of success in achieving it.
Achieving motivation 成就动机
– – – – Focus on effects of learning 关注学习的后果 For personal value and benefit 为本人的价值和利益 Hard working and suffering 努力、受苦 Change with the input-output relationship 随投入-产出 关系而变
激发内在动机的方法:适度错合
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