教学方法手册外文翻译

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1、本科毕业设计（论文） 外 文 翻 译 原文： Tools For Teaching Motivating Students Researchers have begun to identify those aspects of the teaching situation that enhance students self-motivation (Lowman, 1984； Lucas, 1990； Weinert and Kluwe, 1987； Bligh, 1971). To encourage students to become self-motivated independent

2、 learners,instructors can do the following: Give frequent, early, positive feedback that supports students 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 mat

3、erial. Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community. 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). Mos

4、t students respond positively to a well-organized 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 students motivation. General Strategies Capitalize on students existing needs.

5、 Students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs your students may bring to the classroom are the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the

6、 need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, the need to feel involved and to interact with other people. Satisfying such needs is rewarding in itself, and such rewards sustain learning more effectively than do grades. Desig

7、n assignments, in-class activities, and discussion questions to address these kinds of needs. (Source: McMillan and Forsyth, 1991) Make students active participants in learning. Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students motivation and curiosit

8、y. Pose questions. Dont tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work. (Source: Lucas, 1990) Incorporating Instructional Behaviors That Motivate Students Help students set achievable

9、 goals for themselves. Failure to attain unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, a

10、nalyze their strengths, and work on their weaknesses. For example, consider asking students to submit self-evaluation forms with one or two assignments. (Sources: Cashin, 1979； Forsyth and McMillan, 1991) Tell students what they need to do to succeed in your course. Dont let your students struggle t

11、o figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed. Say something to the effect that If you can handle the examples on these problem sheets, you can pass the exam. People who have trouble with these exampl

12、es can ask me for extra help. Or instead of saying, Youre way behind, tell the student, Here is one way you could go about learning the material. How can I help you? (Sources: Cashin, 1979； Tiberius, 1990) Strengthen students self-motivation. Avoid messages that reinforce your power as an instructor

13、 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 instructors enthusiasm is a crucial factor in student motivation. If

14、you become bored or apathetic, students will too. Typically, an instructors enthusiasm comes from confidence, excitement about the content, and genuine pleasure in teaching. If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of th

15、e subject matter to life for your students. Or challenge yourself to devise the most exciting way topresent the material, however dull the material itself may seem to you. Structuring the Course to Motivate Students Work from students strengths and interests. Find out why students are enrolled in yo

16、ur course, how they feel about the subject matter, and what their expectations are. Then try to devise examples, case studies, or assignments that relate the course content to students interests and experiences. For instance, a chemistry professor might devote some lecture time to examining the cont

17、ributions 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； Cashin, 1979； Lucas, 1990) Vary your teaching methods. Variety reawakens students in

18、volvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work. (Source: Forsy

19、th and McMillan, 1991) De-emphasizing Grades Emphasize mastery and learning rather than grades. Ames and Ames (1990) report on two secondary school math teachers. One teacher graded every homework assignment and counted homework as 30 percent of a students final grade. The second teacher told studen

20、ts 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 complete. 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,