成就动机理论在中国教育背景下教学实践中应用.docx
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成就动机理论在中国教育背景下教学实践中应用
成就动机理论在中国教育背景下教学实践中应用
成就动机理论在中国教育背景下教学实践
中应用
摘要:
踊,被认为是推动人们不断前进直至他们
完成一项任务,以获得成就感戒外部奖励的驱动力,当代主
流的动机理论是成就动机理论,成就动机理论可以解释为什
么有的学生享受学习并学有所成,而有的学生则厌恶学习。
因此,它可以用来指导和调整教师的教学实践,从而达到提
高学生的学习动机的目的。
本文将从能力自我感知论,自我
决定论和成就目标论三个方面来探讨如何帮助中国教师培
养出有强烈学习动机的学生
关键词:
学习动机;能力自我感知;自我决定;成就目
标
[Abstract]:
Motivationisregardedasadrivingpowerthatimpelspeopletokeepongoinguntiltheyfinishataskforgettinganexternalrewardoronlyforasenseofachievement.Currently,amainstream
motivationtheoryisachievementmotivation.Achievementmotivationtheorycouldaccountforwhysomestudentsenjoyandachievesuccessinschoollearningwhileothersaredisgustedoflearning.
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Therefore,itcanbeadoptedtoinstructandadjustteacher’steachingpracticeinordertoenhancelearner’smotivation.Inthisarticle,thistheoryis
especiallydiscussedfromtheaspectsoflearners’
self-perceptionofcompetence,self-determination
andlearners’achievementgoalswiththepurposeofinstructingChineseteacherstocultivatestronglymotivatedChineselearners
[Keywords]:
achievementmotivation、
self-perceptionofcompetenceself-determination、
achievementgoal
[Introduction]:
Ineverysociety,somestudentsembark
industriouslyonstudyandachievesuccessinschoolstudy,whileothersaredisgustedwithschoolstudyandfailinit.Someenjoylearninginandoutofclassroomandsatisfywiththeirlearningachievementwhileothershatelearningandareanxiousforit.Evenmoreseriously,ahugenumberofstudentsfailtosufficientlytaptheirownlearningpotentialsandthendropoutofschool.Lackofmotivationtolearncouldaccountforstudents’thosetwodistinctbehaviours.
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Thisphenomenonelicitsthequestionofwhatisthedefinitionofmotivation.Motivationisregardedasadrivingpowerthatimpelspeopletokeepongoinguntiltheyfinishataskforgettinganexternalrewardoronlyforasenseofachievement.
Motivationalpsychologistsdividethedefinitionofmotivationinmoredetailsandtheymaintainthatmotivationistoexaminethechoiceofbehaviour,
latencyofbehaviour,intensityofbehaviour,
persistencyofbehaviourandcognitionsandaffectiveelementsaccompanyingthebehaviour.Motivationisaconstantlydevelopingfieldthathasunderwentmuchprogressintermsoftheoryinitscomparativelyshorthistory.Currently,amainstreammotivationtheoryisachievementmotivation.Itfocusesitsvisualangelonacademicfieldinordertoinvestigatehowtobuildabridgebetweenmotivationtheoryandauthenticteachingpracticeandhowtoletmotivationtheoryfacilitateteachinginstructionsbyenhancinglearners’
motivation.Recently,achievementmotivationtheory
penetratesintotheareaoflearners’self-perception
ofcompetence,self-determinationandlearners’
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achievementgoalswhichrepresentacurrentvaluableperspectivetowardmotivation.Inthisarticle,those
threeprinciplesareparticularlydiscussedinordertoexplorethegreatvalueandcontributionsthattheachievementmotivationtheorycouldmakeintheeducationalfield,andtoexaminehowachievement
motivationtheorycouldendowteacherswithimplicationsandinspirationsintermsofteachingtechniquestoenhancelearners’motivation,
especiallyintheChineseteachingcontext.Briefintroductionabouthistoricaldevelopmentofmotivationtheories
Diversemotivationtheorieswereproposedsequentiallyinarelativelyshorthistorywhichindicatesthatthedevelopmentofmotivationtheoriesexperienceaprocessofaseriesofreform.Inthe60th,
motivationfieldwentthroughasignificantupheavalfrommechanismtocognition.Thenitusheredinthenewtheoriesandconceptslikeself-efficacy,causal
attribution,andattributiontheoryamong70thand90th.Novelresearchworkstowardthedirectionofself-perceptionofcompetenceprinciple,
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self-determinationtheoryandachievementgoalstructureintheachievementmotivationarea.
Self-perceptionofcompetenceprinciple
White，1959，isaforthgoertointroduceintotheconceptofself-perceptionofcompetence.Heproposedthatpeopleareintrinsicallymotivatedtodeveloptheircompetence,andthatfeelingof
competenceenhancetheirintrinsicinterestinactivities.Babdura，1994，definedtheself-perceptionofcompetenceasstudents’ownevaluationinhow
welltheycouldperforminalearningtaskandhowaccountabletheyareforownperformance.Sincethen,manymotivationtheoristshaddemonstratedagreatenthusiasmininvestigatingtheindivisiblerelationshipbetweenself-perceptionofcompetenceandintrinsicmotivation.Aunifiedresultmaintainedbythosemotivationtheoristsisthatfeelingofcompetencestrengthensintrinsicmotivationandpositiveaffectionwhilefellingofincompetenceweakensintrinsicmotivation.ThisresultcanbereflectedinPintrich&DeGroot’sstatement，1990，
“Studentswhobelieveintheirownabilitytodowell
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inataskengageinmoremetacognitivestrategies,
andaremorelikelytopersistatataskthanstudentswhodonotbelievetheycanperformthetask”.Thus,
theirstatementsignifiesthatstudents’positive
self-evaluationofcompetenceenhancetheirintrinsicmotivation.AccordingtoanothermotivationexpertGottfried，1990，,studentswhoperceivethemselvesasacademicallycompetenttendtobemorehighlymotivatedinschooltaskthanthosewhoperceivethemselvesasacademicallyincompetent.
Accordingly,Gottfriedalsoemphasizesthat
self-perceptionofcompetenceexertsanessentialinfluenceondeterminingstudents’motivation
orientation.Therefore,itisnotdifficulttoreachtheconclusionthatitissignificantforteacherstoadoptappropriatemethodstoimprovelearners’
self-positiveperceptionofcompetencewithanultimatepurposeofenhancinglearners’intrinsic
motivation.ThistheoryprincipleneedsaspecialattentionfromChineseteachers.Chinaisinatypicalexaminationorientedlearningcontextwhereteachersisinclinedtopreoccupywithexaminationstandards
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andsyllabusrequirement.Undertheguideofexaminationstandardsandsyllabusrequirement,
teachersareapttoskipstepsintheirteachingpracticeinordertohelplearnersrapidlyachievehigherscores.Hence,therealsituationinChinaisthatteachersoftenteachexam-relatedmaterialandassignextremelyadvancedtasktostudentsregardlessofstudents’currentskill.Insuchsituation,students
oftenexperienceaserioussenseoffrustrationbecausetheycannotaccomplishthetaskssuccessfully.Thistypeofteachingmodedefinitelyisdetrimentaltostudents’positivityandintrinsicmotivation.ThisarousesarealisticissueabouthowtoseeksolutiontothisuniversalprobleminChineseteachingcontext.Afeasibletechniquetotakeistoadjustthedifficultdegreeofthetask.Stipek，2002，claimsthat
adjustingthedifficultydegreeoftaskscanincreaselearners’innateinterestbyprovidingthem
opportunitiestogothroughtheprocessofgradualcompetencedeveloping.Informationprocessingtheoristscontendthatoptimalpromptandinterestsderivesprimarilyfromamoderategapbetweenatask
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andindividual’sskilllevel.Thus,itisnotdifficulttofindthatanytaskwhichcouldstimulatelearners’
motivationholdthenatureofamoderatedifficultdegree.Basedonthosetheoriesandfindings,a
qualifiedChineseteachershouldbeabletohelplearnersestablishapositiveself-perceptionofcompetencebyselectingassignmentswhicharemoderatelychallengingandonlyneedlearners’real
efforttoaccomplish.Anotheridealtechniquetochooseistopersonaliseeachindividualstudent’s
leaningprocessandassignment.Dornyei’s，2001，
declaresthataspecificroleandpersonalisedassignmentforeverybodyisnecessarywhichcanbringindividual’sadvantagesintofullplayandenhancelearners’confidence.InChineseteachingcontext,thistechniqueisextremelyapplicable.BecauseChineseclassroomsareoftenbigsizedandteachersrarelypayattentiontoeverystudentsimultaneously.Unifiedtasksareoftenassignedwithoutconsiderationofindividualcompetencediscrepancy,therefore,theycouldbeagreat
challengeforsomestudentswhiletheyaretooeasyto
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intrigueinterestsforanothergroupsofstudents.Suchsortoftasksindeedmakesstudentsfeelconfusingandfrustrating.Thus,recentlyChineseeducational
authorityadvocatesateachingmodeofteachingstudentsinaccordancewithaptitudewhichcouldaddressthisproblem，Inordertoaddressthis
problem,recentlyChineseeducationalauthorityadvocatesateachingmodebywhichteachersteachstudentsinaccordancewiththeiraptitude，.This
advocatedteachingmodemainlyaimsatcreatingaflexibleandpersonalisedlearningprocessforeverybody.Tobespecific,forinstance,teachers
coulddesignafreewritingtaskonlywithatopicwhichcouldelicitstudents’freebrainstorming.Students
couldwriteeverythingtheylikeortheyareskilledatandavoidtheirweakness.Thisteachingmodecertainlyfortifieslearners’self-confidenceand
positiveself-perceptionofcompetenceinacademictasks.Self-determinationtheory
Deci&Ryan，1985，arepioneerswhoinitially
proposeself-determinationtheory.Theyproposethatpeoplespontaneouslywanttobelievethattheyare
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involvinginactivitiesbytheirown
determination―becausetheywanttoratherthanbecausetheyhaveto.Theirtheorymakesa
contributiontodifferentiatetwodistinctreasonsforpeople’sengagementinanactivity.Oneisintrinsicreasonwhichexplainsthatpeopleperformanactivityfortheinternally-rewardingfeelingofcompetence.Whiletheotherisextrinsicmotivewhichstatesthatpeople’sb
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