教學(xué)方法手冊(cè)-wenkub
2022-11-05 13:06:30 本頁面
【正文】 k, analyze their strengths, and work on their weaknesses. For example, consider asking students to submit selfevaluation forms with one or two assignments. (Sources: Cashin, 1979。 beliefs that they can do well. ? Ensure opportunities for students’ success by assigning tasks that are neither too easy nor too difficult. ? Help students find personal meaning and value in the material. ? Create an atmosphere that is open and positive. ? Help students feel that they are valued members of a learning munity. Research has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly (Ericksen, 1978). Most students respond positively to a wellanized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students39。 selfmotivation (Lowman, 1984。 Lucas, 1990。 motivation. General Strategies Capitalize on students39。 Forsyth and McMillan, 1991) Tell students what they need to do to succeed in your course. Don39。 selfmotivation. Avoid messages that reinforce your power as an instructor or that emphasize extrinsic rewards. Instead of saying, I require, you must, or you should, stress I think you will find. . . or I will be interested in your reaction. (Source: Lowman, 1990) Be enthusiastic about your subject. An instructor39。 interests and experiences. For instance, a chemistry professor might devote some lecture time to examining the contributions of chemistry to resolving environmental problems. Explain how the content and objectives of your course will help students achieve their educational, professional, or personal goals. (Sources: Brock, 1976。s final grade. The second teacher told students to spend a fixed amount of time on their homework (thirty minutes a night) and to bring questions to class about problems they could not plete. This teacher graded homework as satisfactory or unsatisfactory, gave students the opportunity to redo their assignments, and counted homework as 10 percent of the final grade. Although homework was a smaller part of the course grade, this second teacher was more successful in motivating students to turn in their homework. In the first class, some students gave up rather than risk low evaluations of their abilities. In the second class, students were not risking their selfw
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