激發(fā)學(xué)習(xí)動(dòng)機(jī)

1、Chapter6 Motivating Learning激發(fā)學(xué)習(xí)動(dòng)機(jī)Thank you for turning off your mobile phone!Classroom Learning1Issues in this chapter: 本章主要內(nèi)容：Why motivation is important to student learning?Different kinds of motivationExpectation and attribution2Discussion 1 What is motivation? How many kinds of motivation do yo

2、u 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? 3What is motivationThe reasons for undertaking a task: a particular problem in institutionalised learn

3、ing. (p.101)動(dòng)機(jī)(motivation)：激發(fā)和維持有機(jī)體行動(dòng)，并使該行動(dòng)朝向一定目標(biāo)的心理傾向或內(nèi)部驅(qū)力。上海教育出版社：心理學(xué)大辭典，2003年12月第一版，p. 223動(dòng)機(jī)(motive)：以一定方式引起并維持人的行動(dòng)的內(nèi)部喚醒狀態(tài)。（這一術(shù)語）現(xiàn)在用于表示驅(qū)使人的行動(dòng)的內(nèi)部狀態(tài)上海教育出版社：教育大辭典（增訂合編本上），1998年8月第一版，P. 2894Different kinds of motivation 不同類型的動(dòng)機(jī)5Four kinds of motivationa. Extrinsic motivation：Students learn because of

4、 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

5、feel good.d. Intrinsic motivation: Students learn because they are interested in the task or activity itself, and performing it gives them pleasure.6External motivation: 外在動(dòng)機(jī)Low quality involvement 低質(zhì)量的投入Feeling with pressure 感到壓力Unstable 不穩(wěn)定Internal motivation: 內(nèi)在動(dòng)機(jī)High quality involvement 高質(zhì)量的投入Fe

6、eling of pleasure 良好的感覺Self-maintaining 自我保持Properties of different motivation: 各類動(dòng)機(jī)的特點(diǎn)7Social motivation: 社會(huì)動(dòng)機(jī)Value what other people valued 以他人的價(jià)值為重Seeking perfection and being model 追求完美成為楷模Working hard for the target beyond the task 為學(xué)習(xí)之外的目標(biāo)而努力Change with social evaluation 隨社會(huì)評(píng)價(jià)的改變而變Achieving mo

7、tivation 成就動(dòng)機(jī)Focus on effects of learning 關(guān)注學(xué)習(xí)的后果For personal value and benefit 為本人的價(jià)值和利益Hard working and suffering 努力、受苦Change with the input-output relationship 隨投入產(chǎn)出關(guān)系而變8Why do we need to motivate student learning in schools?For students, school learning task is: 對(duì)學(xué)生來說，學(xué)校的學(xué)習(xí)任務(wù)是 unprepared. 沒有準(zhǔn)備的

8、not fun. 沒有趣味的 not meaningful & worthwhile. 沒有意思也沒有價(jià)值的9 Two factors make students want to learn something: 使學(xué)生愿意學(xué)習(xí)的兩個(gè)因素a. The content of learning has to be important or valued to the learner. 學(xué)習(xí)內(nèi)容對(duì)學(xué)習(xí)者有一定的重要性和價(jià)值。 b. It must be possible to do the leaning task. 學(xué)習(xí)任務(wù)是可能完成的。How to motivate student learni

9、ng?如何激發(fā)學(xué)習(xí)動(dòng)機(jī)10a. To help students see the value of what they are doing. 幫助學(xué)生了解他們所做事情的價(jià)值。b. To give students a reasonable expectation of success in achieving it. 對(duì)學(xué)生完成任務(wù)有合適的期望。The teachers task: 教師的任務(wù)11Discussion 2What is attribution? How many kinds of attribution do you know? Please give examples to

10、each kind of attribution to explain how does it affect ones motivation. 12What is attribution?歸因(attribution)：人們對(duì)他人或自己行為原因的推論。就是觀察者從可能導(dǎo)致行為的多種因素中認(rèn)定原因并判斷其性質(zhì)。上海教育出版社：心理學(xué)大辭典，2003年12月第一版，p. 459歸因(attribution)：人們對(duì)自己或他人行為的原因進(jìn)行推測(cè)、判斷或解釋的過程。上海教育出版社：教育大辭典（增訂合編本上），1998年8月第一版，P. 49613Internal-external 內(nèi)部外部Contro

11、llable-uncontrollable 可控不可控Stability-instability 穩(wěn)定不穩(wěn)定General-special 一般特殊Expectable-unexpectable 可預(yù)期不可預(yù)期 注意，歸因并沒有絕對(duì)的好與不好之分。但是有一種由于歸因而導(dǎo)致的對(duì)學(xué)習(xí)的絕望（Learned hopelessness）情緒，需要認(rèn)真加以防止。這種情況往往出現(xiàn)在一些表現(xiàn)較差的學(xué)生身上，他們認(rèn)為自己的表現(xiàn)差是必然的（穩(wěn)定歸因），是無法把握的（不可控歸因），是自己的資質(zhì)不行（內(nèi)部歸因），從而導(dǎo)致這種情緒的產(chǎn)生。 歸因的類型14Valuing the task of learning認(rèn)識(shí)學(xué)習(xí)

12、的價(jià)值15 Ways that encouraging extrinsic motivation:激發(fā)外部動(dòng)機(jī)的途徑Positive reinforcement 正向強(qiáng)化Negative reinforcement 反向強(qiáng)化Extinction 消亡Punishment 處分Ways that encouraging social motivation:激發(fā)社會(huì)動(dòng)機(jī)的方法Praise 獎(jiǎng)勵(lì)Modelling 榜樣Four ways of putting valuein the task 16 Environment that encouraging achievement motivation

13、: 激勵(lì)成就動(dòng)機(jī)的環(huán)境people know that they will be evaluated on their performance. 知道最終是通過成績(jī)進(jìn)行評(píng)價(jià)People know that the evaluation will be favourable or unfavourable. 知道評(píng)價(jià)的結(jié)果可能是甜美的或苦澀的People see themselves as responsible for the outcomes. 自認(rèn)應(yīng)該對(duì)學(xué)習(xí)結(jié)果負(fù)責(zé)The effect of gain face and lose face. 面子效應(yīng) Biological and psyc

14、hology bases of intrinsic motivation: 內(nèi)部動(dòng)機(jī)的生理和心理基礎(chǔ)Development 發(fā)展Curiosity 好奇Right mix of match and mismatch - A way to encourage positive intrinsic motivation. 激發(fā)內(nèi)在動(dòng)機(jī)的方法：適度錯(cuò)合17Expecting success 期望成功18Teacher expectations are beliefs about how students will perform/behave in school situations.Teacher

15、 expectations are formed through direct, indirect and extrapolated experience.Teacher expectation may extend beyond an individual teacher and one of his/her students.Teachers will communicate their expectations to students in different ways and, students may change their performance accordingly.Teac

16、her expectations can influence student performance /behaviour through a teacher expectations effect.Once they are formed, teacher expectations can be quite resistant to change. Teacher expectations19Factors influencing student expectations:影響學(xué)生期望的主要因素The clarity and difficulty of the task.學(xué)習(xí)任務(wù)的清晰度和難

17、度Beliefs about the self. 自信a. How well they have done that task in the past. 過去完成學(xué)習(xí)任務(wù)的情況b. What they attribute their past performance to.對(duì)過去表現(xiàn)的歸因c. How their teachers and even other students think they will perform.教師以至他人對(duì)自己表現(xiàn)的估計(jì) Student Expectations20Task DifficultyProper match and mismatchGoals of

18、 the task Input knowledgeStudents pre-knowledgeAdvance organizer21The context factors that affecting Learning motivation影響學(xué)習(xí)動(dòng)機(jī)的背景因素22Contextual factors for positive motivation:正面動(dòng)機(jī)的背景因素Classroom atmosphere 課堂氣氛Classroom management 課堂管理Ways of helping students expect success:激勵(lì)學(xué)生成功期望的方法Expect them to

19、 succeed , set reasonable tasks.期望學(xué)生成功，學(xué)習(xí)任務(wù)適當(dāng)Get them to attribute success to ability, failure to lack of effort.將成功歸因于能力，將失敗歸因于努力Establish a warm and supportive classroom climate.營(yíng)造溫暖而互助的課堂氛圍23Maximising the changes of academic motivation學(xué)習(xí)動(dòng)機(jī)的最大化24What maximises motivation什么可以使動(dòng)機(jī)最大化Positive association of pleasure 正面的愉悅感Social reinforcement and the example of admired figures 社會(huì)的強(qiáng)化和榜樣的鼓勵(lì)Ownership 主人翁精神Indication of competence 能力的標(biāo)志The