2023年12月22日发(作者：小米mix2和mix2s哪个值得)

GENERAL PRINCIPLES OF MOTIVATION

作者：Jerry Ce… 文章来源：其他网站 点击数： 515 更新时间：2006-8-13

Basic principles of motivation exist that are applicable to learning in any

situation.

The environment can be used to focus the student's attention on what needs to

be learned. Teachers who create warm and accepting yet business-like atmospheres

will promote persistent effort and favorable attitudes toward learning. This strategy

will be successful in children and in adults. Interesting visual aids, such as booklets,

posters, or practice equipment, motivate learners by capturing their attention and

curiosity.

Incentives motivate learning. Incentives include privileges and receiving praise

from the instructor. The instructor determines an incentive that is likely to motivate an

individual at a particular time. In a general learning situation, self-motivation without

rewards will not succeed. Students must find satisfaction in learning based on the

understanding that the goals are useful to them or, less commonly, based on the pure

enjoyment of exploring new things.

Internal motivation is longer lasting and more self-directive than is external

motivation, which must be repeated reinforced by praise or concrete rewards.

Some individuals - particularly children of certain ages and some adults have little

capacity for internal motivation and must be guided and reinforced constantly. The

use of incentives is based on the principle that learning occurs more effectively when

the student experiences feelings of satisfaction. Caution should be exercised in using

external rewards when they are not absolutely necessary; their use me be followed by

a decline in internal motivation.

Learning is most effective when an individual is ready to learn, that is, when

one wants to know something. Sometimes the student's readiness to learn comes with

time, and the instructor's role is to encourage its development. If a desired change in

behavior is urgent, the instructor may need to supervised directly to ensure that the

desired behavior occurs. If a student is not ready to learn, he may not be reliable in

following instructions and therefore must be supervised and have the instructions

repeated again and again.

Motivation is enhanced by the way in which the instructional material is

organized. In general, the best organized material makes the information

meaningful to the individual. One method of organization includes relating new tasks

to those already known. Other ways to relay meaning are to determine whether the

persons being taught understand the final outcome desired and instruct them to

compare and contrast ideas.

None of the techniques will produce sustained motivation unless the goals are

realistic for the learner. The basic learning principle involved is that success is more

predictably motivating than is failure. Ordinarily, people will choose activities of

intermediate uncertainty rather than those that are difficult (little likelihood of success)

or easy (high probability of success). For goals of high value there is less tendency to

choose more difficult conditions. Having learners assist in defining goals increases the

probability that they will understand them and want to reach them. However, students

sometimes have unrealistic notions about what they can accomplish. Possibility they

do not understand the precision with which a skill must be carried out or have the

depth of knowledge to master some material. To identify realistic goals, instructors

must be skilled in assessing a student's readiness or a student's progress toward goals.

Because learning requires changed in beliefs and behavior, it normally

produces a mild level of anxiety, which is useful in motivating the individual;

however, severe anxiety is incapacitating. A high degree of stress in inherent in some

educational situations. If anxiety is severe, the individual’s perception of what is

going on around them is limited. Instructors must be able to identify anxiety and

understand its effect on learning. They also have a responsibility to avoid causing

severe anxiety in learners by setting ambiguous of unrealistically high goals for them.

It is important to help each student set goals and to provide informative

feedback regarding progress toward these goals. Setting a goal demonstrates an

intention to achieve and activates learning from one day to the next. It also directs the

student's activities toward the goal and offers an opportunity to experience success.

Both affiliation and approval are strong motivators. People seek others with

whom to compare their abilities, opinions, and emotions. Affiliation can also result in

direct anxiety reduction by the social acceptance and the mere presence of others.

However, these motivators can also lead to conformity, competition, and other

behaviors that may seem as negative.

Many behaviors result from a combination of motives. It is recognized that no

grand theory of motivation exists; however, motivation is so necessary for learning

that strategies should be planned to organize a continuous and interactive motivational

dynamic for maximum effectiveness. The general principles of motivation are

interrelated. A single teaching action can use many of them simultaneously.

Finally, it should be said that an enormous gap exists between knowing that

learning must be motivated and identifying the specific motivational components of

any particular act. Instructors must focus on learning patterns of motivation for an

individual or group, with the realization that errors will be common.

MOTIVATION FACTORS AND STRATEGIES, BY TIME PERIOD

BEGINNING, DURING, AND ENDING

Time

BEGINNING: When learner enters and starts learning

Motivation Factors

Attitudes - toward the environment, teacher, subject matter, and self

Needs - the basic need within the learner at the time of learning

Motivational Strategies

-Make the conditions that surround the subject positive.

-Positively confront the possible erroneous beliefs, expectation, and assumptions that

may underlie a negative learner attitude.

-Reduce or remove components of the learning environment that lead to failure or fear

-Plan activities to allow learners to meet esteem needs.

Time

During: When learner is involved in the body or main content of the learning process

Motivation Factors

Stimulation - the stimulation processes affecting learner during the learning

experience.

Affect - the emotional experience of the learner while learning.

Motivational Strategies

-Change style and content of the learning activity.

-Make learner reaction and involvement essential parts of the learning process, that is,

problem solving, role playing, stimulation.

-Use learner concerns to organize content and to develop themes and teaching

procedures.

-Use a group cooperation goal to maximize learner involvement and sharing.

Time

Ending: When learner is completing the learning process

Motivational Factors

Competence - the competence value for the learner that is a result of the learning

behaviors.

Reinforcement - the reinforcement value attached to the learning experience, for the

learner.

Motivational Strategies

-Provide consistent feedback regarding mastery of learning.

-Acknowledge and affirm the learners' responsibility in completing the learning task.

-When learning has natural consequences, allow them to be congruently evident.

-Provide artificial reinforcement when it contributes to successful learning, and provide closure

with a positive ending