学生に対する学習の動機づけに関する理論と戦略
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概要
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Motivating students to learn can be, at times, one of the most challenging aspects of teaching. This is particularly true if the students find the subject difficult, uninteresting, irrelevant to their immediate needs, or if they have not had a positive learning experience in the past. In such cases, students must be motivated by external means. One of the most common methods of motivating students for their academic efforts is through a system of awarding points and grades. One of the problems with this system, however, is that students can become more focused on the final grade than on learning. Students with low motivation often will put forth only the minimal effort necessary to pass a course, merely to avoid receiving a failing grade and having to repeat the course. Having passed the course, attaining their minimal goal, these students no longer have the motivation to continue learning on their own. They are not motivated by the challenge and satisfaction of learning in itself and without a system of external rewards and penalties are unable to continue. Providing students with an educational experience that is engaging, challenging, and emotionally positive is one way to foster intrinsic motivation and help students become more independent, self-motivated learners. Incorporating effective motivational strategies into instruction can increase the motivational appeal of instruction and enhance the learning experience for the students. This article describes the ARCS Model of Motivational Design, a well-known model of instructional design, and illustrates with examples how this model can be incorporated into English communication courses. Ideas for building rapport with students, another way of enhancing motivation, are also included.
- 東海大学の論文
- 2004-03-30