结合教学实践活动,谈谈如何激发学生的学习动机。
正确答案及解析
正确答案
解析
[参考答案](1)创设问题情境,实施启发式教学启发式教学比传统的教学有极大的优势,要想进行启发式教学,关键在于创设问题情境。所谓问题情境是指具有一定难度,需要学生努力克服,而又力所能及的学习情境。能否完成问题情境,主要看学习任务与学生已有知识经验的适合程度。如果完全适合(太易)或完全不适合(太难),均不能构成问题情境;只有既适应又不适应(中等难度)的情况下,才能构成问题情境。要想创设合适的问题情境,要求教师首先要熟悉教材,掌握教材结构,了解新旧知识的内在联系;此外还要充分了解学生已有的认知结构状态,使新知识与学生的已有水平构成适当的跨度。
(2)根据作业难度,恰当控制动机水平根据耶克斯一多德森定律,教师在教学过程中,要根据学习任务的不同难度,恰当地控制学生学习的动机水平。在学习任务较容易时,则应尽量创造使学生集中注意力,使学生尽量紧张一点的学习氛围;而在学习较为复杂、困难的课题时,则应尽量创造轻松自由的课堂气氛;在学生遇到困难或出现问题时,要尽量心平气和地慢慢引导,以免学生过度紧张和焦虑。
(3)充分利用反馈信息,妥善进行奖惩来自学习结果的种种反馈信息,对学习效果有明显影响。对学习结果进行评价,能激发学生的学习动机,对学习有促进作用;适当的表扬的效果优于批评,所以在教学中要给予学生表扬而非批评。虽然表扬和奖励对学习具有促进作用,但使用过多或者使用不当,也会产生消极作用。
(4)正确指导结果归因,促使学生继续努力学生对学习结果的归因对以后的学习行为会产生影响。通过改变主体的归因方式来改变主体今后的行为,这对学校教育工作是有实际意义的。在学生完成某一项学习任务后,教师应指导学生进行成败归因。一方面,要引导学生找出成功或失败的真正原因;另一方面,教师也应该根据每个学生过去一贯的成绩优劣差异,从有利于今后学习的角度进行归因。一般而言,无论对于优等生还是后进生,归因于主观努力的方面均是有利的。
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