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動機理論在學習實踐中的折衷應用

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 to 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 than stimulus-response correlation. This involves insight, 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.

積極學習的實踐

Bonwell and Eison (1991) suggested learners work in pairs, discuss materials while role-playing, debate, engage in case study, take part in cooperative learning, or produce short written exercises, etc. While it makes sense to use these techniques as a “follow up” exercise, it does not make sense to use them to introduce material. However, it is suggested that instructors guide their students during the early stages of learning, and then later, let them practice their new learned skills or apply new information.

Active learning exercises are only suggested as a review of previously covered subject matter, and should only be used with students that already have a good understanding of the material. They should not be used as an introduction to new material.

積極學習的三大形式

Examples of “active learning” activities include:

1. A class discussion may be held in person or in an online environment. Certainly all would agree that these discussions be held between prepared, knowledgeable participants.

2. A think-pair-share activity is when learners take a minute to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class as part of a formal discussion. It is during this formal discussion that the instructor should clarify misconceptions.

3. A short written exercise that is often used is the “one minute paper”. This is a good way to review materials.

行為主義的動機理論

Behaviorism, in a contemporary sense, does not rely on solely stimulus/response motives as does classical conditioning. B.F. Skinner developed the concept of behaviorism that focuses on reinforcement as the only factor necessary to explain motivation. This division of behaviorism is classified as operant conditioning. Operant conditioning is more useful in explaining our voluntary behavior and is considerably more relevant to the problems of motivation. The basic tenet of operant conditioning is that behavior is shaped by its end result. The concept of consequences implies some system of reward or punishment, some form of pleasure or pain, some type of positive or negative reinforcement. This whole concept of operant conditioning supports the theoretical view of extrinsic motivation. Cognitive theories, on the other hand, emphasize the point that our behavior is not determined by discriminative or reinforcing stimuli in and of themselves but by our perceptions or interpretations of those stimuli. This implies that in a classroom situation, learning depends not only on external stimuli such as the explanations, demands, and expectations of teachers but more so on what those stimuli mean to us.

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