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共同學(xué)習(xí)和教師指導(dǎo)

The cooperative approach to learning is not intended to replace direct instruction from the teacher. It should be used to complement the direct instruction by affording the students the opportunity to respond to open-ended questions, role-play, and brainstorm. When several students tackle the same problem, they may use a variety of methods. Watching someone arrive at a solution in a differing manner is beneficial as a learner. When students explain the process that they used to arrive at a solution, they not only teach the other members of the group, but also reinforce their own knowledge. Studies have proven that the best way to retain information is to teach it to others. Not only is the direct instruction received, but it is practiced, processed and further understood. Students often question the concept of being forced to work with others to achieve a goal that they feel they could easily achieve alone.

學(xué)習(xí)動(dòng)機(jī)

Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure.

A form of attribution theory describes how students’ beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance.

學(xué)習(xí)的內(nèi)在動(dòng)機(jī)和外在動(dòng)機(jī)

Ideally, motivation should be intrinsic. Students should want to study the subject for its own sake or for the sense of accomplishment in learning something new. Since many students are not intrinsically motivated, however, extrinsic rewards can sometimes offer a first step toward increased motivation. Human beings experience all three of these motivational states at one time or another.

學(xué)習(xí)的三大動(dòng)機(jī)類型

Humanistic behavior and learning techniques are viewed from many different positions of psychological theories. In order for a teacher to effectively apply these psychological principles in their classroom, they must become knowledgeable in the various conflicting theories. Looking at the theoretical aspect of motivation to learn provides background information about the basic nature of different learning processes. The locus of control in motivation is the subject area where separate theoretical views come into play. People have either an internal locus of control, an external locus of control, or are simply amotivated. Intrinsic motivation is a state where the relevance for the learner of the content of the material is the main reason for learning. Extrinsic motivation for learning is a state where the reasons for the learning effort have nothing to do with the content of the learning material. A good learning performance serves only as a means for achieving some desired end result. Amotivated people tend to be passive and non-responsive. They seem to believe that they cannot have a meaningful impact on their environment, so they tend not to behave. They frequently feel helpless and are easily upset. Their learning is slow and seems to be painful.

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