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动机理论在学习实践中的折衷应用

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.

积极学习的实践

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.

积极学习的三大形式

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.

行为主义的动机理论

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.