Students learning motivation--英国论文代写范文精选
51Due英国论文代写网精选assignment代写范文:“Students learning motivation”，这篇论文主要描述的是学生学习动机的研究调查，学生的学习动机问题研究对教育的发展有着重大的意义，随着学习知识方式的不断改变，传统的传播教学模式也在不断改变，协作学习、互动学习、关键学习等方式，教师开始转变为学生学习的推动者和协助者，学生学习的的动机能够对教学中学习的过程产生积极的作用。
The issue of student motivation is of major importance in a society where the methods of knowledge transfer are changing. Under older models of learning; the so-called “transmission teaching” model, learners were expected to absorb information from their teachers and reproduce that information verbatim in tests and assignments. This style of teaching and learning was suitable during the past as new knowledge was created more slowly than it is today.
Current methods of learning; variously described as “collaborative learning”, “interactive learning” or “critical learning”; have shifted the emphasis and responsibility for learning onto the student, with the teacher becoming a facilitator and coordinator of learning.
These methods have made the learning of new information more efficient, but only when the students are motivated to take an active role in the teaching learning process. According to Oppenheimer (2001 /azdxassignment/ ), motivation can be measured by evaluating students’ participation in the classroom.http://www.51due.net/writing/more/sample5707.html
Furthermore, Oppenheimer claims that as students’ participation in the class increases, so do their exam scores. Therefore, the teaching-learning process becomes one in which the facilitator (teacher) has the task of deciding whether student participation is at optimal levels in order to enable optimal learning. As a result, the teacher must ensure students are properly motivated. The main concern of this assignment is to determine how to best motivate learners so that optimal learning takes place.
Student motivation. The ability and willingness of students to become involved in the teaching-learning process.
Student. The assignment will focus on students in post-secondary courses.
The assignment will discuss methods that can be used to encourage students to become more involved in the teaching-learning process at post-secondary levels. The assignment will conclude with an evaluation of the most effective method.
Breen and Lindsay (1999) describe intrinsic motivation as “learning for its own sake”. Furthermore, they state that motivation can be “evaluated as ‘high’ and ‘low’ depending on the value placed on that goal and the extent to which a person receives satisfaction from attaining it”. According to Taylor, [cited in Breen and Lindsay (1999)], it is very important for post-secondary students to achieve their personal goals in order to be continually motivated. The methods by which facilitators can increase intrinsic motivation are outlined in this section.
Oppenheimer’s Process-Oriented Model
A “process-oriented model of motivation” proposed by Dornyei (2000) involves the dividing up of a goal into sub-goals and a time frame for achieving each sub-goal. Therefore, the learner can be continually and consistently highly motivated towards the achievement of the overall goal. For example, a unit of study at university can be divided up into tasks according to assignments, reading of book chapters and exam preparation. Achievement of each sub-goal (the tasks) according to the pre-determined time limits will, it is believed, lead to greater and continuing motivation. Furthermore, the unit itself is a sub-goal of the overall course. As a result, the completion of a unit becomes the motivation for completion and success in the next unit.
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