(英)在课堂上的兴趣增加态势.docVIP

Educational Psychology Review, Vol. 13, No. 3, 2001 Increasing Situational Interest in the Classroom Gregory Schraw,1, 2 Terri Flowerday,1 and Stephen Lehman1 This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic. We conclude with six specific suggestions for increasing situational interest in the classroom. KEY WORDS: situational interest; choice; text organization; background knowledge. Interest increases learning. We believe that promoting interest in the classroom increases students’ intrinsic motivation to learn and the number of learning strategies they use to do so (Pressley et al., 1992; Sweet et al., 1997). This paper examines a number of ways to increase interest in the classroom. Each of these strategies can be implemented by teachers at every grade level. Researchers have identified two types of interest. Situational interest is spontaneous, transitory, and environmentally activated (Krapp et al., 1992), whereas personal interest is less spontaneous, of enduring personal value, and activated internally (Schiefele, 1999). Situational interest often precedes and facilitates the development of personal interst (Krapp et al., 1992). Sit- uational interest appears to be especially important in catching students’ attention, whereas personal interest may be more important in holding it 1 Department of Educational Psychology, University of Nebraska – Lincoln, Lincoln, Nebraska. 2 Correspondence should be addressed to Gregory Schraw, Department of Educa