如何激发与维持学习动机.ppt

How to Stimulate Sustain Learner Motivation A Simple, Proven Motivational Design Process You Can Use 如何激发和维持学习动机： 一个简单而又经实践证明的动机设计过程 John M. Keller Florida State University 美国佛罗里达州立大学 Topics Challenges Myths挑战和神话 Characteristics of the ARCS model阿克斯动机模式的特点 ARCS design process阿克斯设计程序 Integration into lesson planning融入备课之中 Measuring results测评效果 Topic 1: Challenges Myths：话题1：挑战和神话 Is it really possible to understand and systematically influence learner motivation? 果真能了解和系统地影响学生的动机吗？ Motivational Challenges对动机的挑战 Not interested不感 兴趣 Motivation to learn学习动机 Behavior problem行为问题 Discipline, behavior management约束/行为管理 Lazy懒惰 Motivation to work工作动机 Procrastinator, depressed拖延，压抑 Self motivation自我动机激发 Issues: Likes Dislikes问题：喜欢和不喜欢 Responsibility? Myths, Realities, Assumptions神话，现实和假设 Topic 2: ARCS Characteristics话题2：阿克斯的特点 What are the elementsof learner motivation? 学生动机的要素是什么？ 1. Characteristics:特点Motivational Elements动机要素 Curiosity好奇心 Achievement成就 self-esteem自尊 Competence能力 self-efficacy自我效能 Incentives激励 Affiliation联系 Attributions归因 ARCS Overview ARCS概观 Four categories 4个范畴 Attention (Curiosity)注意（好奇心） Need for stimulation and variety需要刺激和变化 Relevance切身性或相关性 Desire to satisfy basic motives需要满足基本动机 Confidence信心 Desire to feel competent and in control需要感到有能力，能驾驭 Satisfaction满意 Desire to feel good about oneself良好的自我概念 Provides basis for design为动机设计提供基础 Validated by research研究证明效度高 ARCS: Attention注意 Generate interest引发兴趣 Stimulate inquiry激发探究 Maintain interest保持兴趣 Attention: Curiosity注意：好奇心 ARCS: Relevance切身性 Relate to Goals 联系目标 Match Interests 匹配兴趣 Tie to Experiences 联系经验 “Pearl Diving”“捞珍珠” An exercise to engage students, build relevance, and assimilate new concepts 一种使学生投入，建立切身性和同化新概念的练习 Instructions:方法指导 Divide class into small groups of 3 to 5 将班级分成3-5个小组 Assign each group a portion of the readings that they were supposed to read in preparation for this class. 布置每组学生预习时阅读一部分 Phase 1: Individual review and select