外文翻譯--增加課堂中情境興趣節(jié)選-資料下載頁
2025-05-12 07:17本頁面
【導讀】勝的文字，油然而生的暫時性的興趣.回顧關于興趣研究的歷史，并總結(jié)最近的實證研究，條能在課堂中增加情境興趣的建議.興趣能促進學習.我們相信，正如他們所作，堂上激發(fā)興趣的方法.這些策略可以通過教師在每個年級水平得到很好的執(zhí)行.等,1992）.而個人興趣是非自發(fā)的、持久的個人價值，并能激活內(nèi)驅(qū)力.上情境興趣似乎顯得很重要，但是個人興趣在這方面會占據(jù)更加重要的地位（Hidi,Baird,當你將要學習的知識是小說的時候，或者當知識和任務、學習目標相關時（Schraw,;Dennison,1994Shirey,1992），情境興趣就能促進學習.文本變量如連貫性、識別字符定、懸念和突出的文本段的具體性以。采取較為被動的態(tài)度，更傾向于互動課堂教材所產(chǎn)生的興趣.些包括先驗知識、一致性和信息的完整性（Schraw,在新。聞;Schraw等人,1995:Wade,1992）、突發(fā)性信息、具體和生動（Garner. 枯燥無味的任務變得更復雜的學生能對這些任務產(chǎn)生更大的興趣，從而也堅持了這一說法.Schraw等人在報告中說，學生能在他們自己選擇的任務中產(chǎn)生更多的情境興趣.
【正文】 uctive details‖ and learning from text. In Renninger, A. , Hidi, S. , and Krapp, A. (eds. ), The Role of Interest in Learning and Development, Lawrence Erlbaum, Hillsdale, NJ, pp. 239–254. Garner, R. , Gillingham, M. G. , and White, C. S. (1989). Effects of ―seductive details‖ on macro processing and microprocessing in adults and children. Cogn. Instr. 6: 41–57. Goetz, E. T. , and Sadoski, M. (1995). The perils of seduction: Distracting details or inpre hensible abstractions? Reading Res. Q. 500–511. Harp, S. F. , and Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional and cognitive interest. J. Educ. Psychol. 89: 92–102. Harp, S. F. , and Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. J. Educ. Psychol. 90: 414–434. Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Rev. Educ. Res. 60: 549–572. Hidi, S. , and Baird, W. (1986). Interestingness—A neglected variable in discourse processing. Cognitive Sci. 10: 179–194. Hidi, S. , Renninger, K. A. , and Krapp, A. (1992). The present state of interest research. In Renninger, A. , Hidi, S. , and Krapp, A. (eds. ), The Role of Interest in Learning and Devel opment, Erlbaum, Hillsdale, NJ, pp. 433–446. Jose, P. E. , and Brewer, W. F. (1984). Development of story liking: Character identification, suspense, and oute resolution. Dev. Psychol. 20: 911–924. Kintsch, W. (1980). Learning from text, levels of prehension, or: Why anyone would read a story anyway. Poetics 9: 87–89.
畢業(yè)設計相關推薦
鄂ICP備17016276號-1