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共同学习和教师指导

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.

学习动机

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.

学习的内在动机和外在动机

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.

学习的三大动机类型

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.