2014.03.11【英译中】【动机理论在学习实践中的折中运用】

发表于:2014-03-13 11:36 [只看楼主] [划词开启]

The eclectic view of the concept of motivation to learn must then be acknowledged, because even though it is ideal to be intrinsically motivated, to discard implementation of extrinsic forms of motivation or avoid the fact that some students will be amotivated at times would not be realistic. After reviewing behavioral and cognitive theories of learning, it appears to be obvious that the most effective measure to be taken to motivate students to learn would be implement the best parts of each of the mentioned theoretical concepts. Behaviorists make a strong argument for limiting the study of learning to observable behavior that can be counted and analyzed for its meaning. Observable behavior is easy to validate and changes are recognizable. But from the cognitive perspective, there is more to learning that stimulus-response correlation. This involves insights, creativity, drawing conclusions, and problem-solving. By customizing these theories to use in the classroom, teachers can begin to understand why it is easy for intrinsic motivation to learn can be undermined and then take action to mend the problem.


学习动机理论的折中观点必须被承认,因为尽管它的理想是内在的动机去抛弃外在动机的实现或者是避免一些学生将会不时的刺激这个事实将会不现实。在回顾了行为和知觉理论的学习之后,它似乎变得明显了,最有效的方式去刺激学生去学习会是实施每个提到的理论中最好的部分。行为学家制造了一个很强的证据来限制学习观察行为的研究可以被计算和分析因为它的意义。观察行为是简单的去证实,改变是可以辨识的。但是,从直觉层面来说,更多的是去学习而不是去刺激反应联系。这引发了洞察力、创造力、引起了结论,还有问题的解决。通过自定义这些理论将其运用到课堂,老师可以开始理解为什么内在动机的去学习可以被破坏,然后采取行动去解决这个问题。


最后编辑于:2014-03-13 12:46
分类: 英语
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