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學習興趣下降與學習動機

Inquisitive and self-directed learning is a natural behavior for young children. They marvel at each new discovery and strive to understand the meaning behind every question in their world. However, older children seem to be resistant to learning unless directed by teachers or parents with various forms of external recognition. Their enthusiasm and inner desire for understanding has diminished. Learning, to older children has become directly connected to demands, controls, and rewards.

In order to understand why this attitude toward learning develops, the concept of motivation in education must be defined and examined in a theoretical sense. Motivation is an essential condition of learning. A motivating condition may be defined as an emotion, desire, physiological need, or similar impulse that acts as an incitement to action. Ray comments that motivation in education is concerned with students’ motivation to learn.

With the understanding of these defined concepts in hand, we can begin to examine the reasons behind school age children losing their enthusiasm for learning. In order to comprehend the reason for the undermining of this intrinsic behavior, we must acknowledge the basic theories of motivation from an eclectic standpoint. By embracing the concepts of learning from both a behaviorist and cognitive point of view, a teacher can tailor the use of reinforcement in the classroom to commit the students to achieving academic excellence with enthusiasm and devotion.

想象力的概念

Imagination is the ability to form mental images, or the ability to spontaneously generate images within one’s own mind. It helps provide meaning to experience and understanding to knowledge; it is a fundamental facility through which people make sense of the world, and it also plays a key role in the learning process. A basic training for imagination is the listening to storytelling (narrative), in which the exactness of the chosen words is the fundamental factor to “evoke worlds”.

It is accepted as the innate ability and process to invent partial or complete personal realms within the mind from elements derived from sense perceptions of the shared world. The term is technically used in psychology for the process of reviving in the mind percepts of objects formerly given in sense perception. Since this use of the term conflicts with that of ordinary language, some psychologists have preferred to describe this process as “imaging” or “imagery” or to speak of it as “reproductive” as opposed to “productive” or “constructive” imagination. Imagined images are seen with the “mind’s eye”.

想象力概述

The common use of the term “imagination” is for the process of forming in the mind new images which have not been previously experienced, or at least only partially or in different combinations. Some typical examples are fairy tale and fiction.

A form of verisimilitude often invoked in fantasy and science fiction invites readers to pretend such stories are true by referring to objects of the mind such as fictional books or years that do not exist apart from an imaginary world.

Imagination in this sense, not being limited to the acquisition of exact knowledge by the requirements of practical necessity, is, up to a certain point, free from objective restraints. The ability to imagine one’s self in another person’s place is very important to social relations and understanding. (Some psychiatrists suspect this is beyond the grasp of a sociopath. All they know is the gratification of personal pleasure).

想象力和科學假設

The same limitations beset imagination in the field of scientific hypothesis. Progress in scientific research is due largely to provisional explanations which are constructed by imagination, but such hypotheses must be framed in relation to previously ascertained facts and in accordance with the principles of the particular science.

Imagination is an experimental partition of the mind used to create theories and ideas based on functions. Taking objects from real perceptions, the imagination uses complex IF-functions to create new or revised ideas. This part of the mind is vital to developing better and easier ways to accomplish old and new tasks. These experimented ideas can be safely conducted inside a virtual world and then, if the idea is probable, and the function is true, the idea can be actualized in reality. Imagination is the key to new development of the mind and can be shared with others, progressing collectively.

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