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題 名 | 探討優質生於集中式資優班之成就動機及教學=Exploring the Achievement Motivation and Instructions of Gifted Students in Self-Contained Gifted Programs |
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作 者 | 吳麗寬; | 書刊名 | 資優教育 |
卷 期 | 105 2007.12[民96.12] |
頁 次 | 頁15-21 |
專 輯 | 學校資優教育 |
分類號 | 529.61 |
關鍵詞 | 資優班; 成就動機; Gifted classroom; Achievement motivation; |
語 文 | 中文(Chinese) |
中文摘要 | 最近,國內各國小、國中和高中廣設集中式資優班,然而,將許多資優生集中在一個班級上課,是否更能激勵其學習?本文將由成就動機的理論、內在動機的類型、教室中如何促進內在動機、學生在教室中冷漠的原因及如何促進資優生的成就動機來探討資優生於集中式資優班之成就動機和教學。 成就動機理論分為增強論和認知論,增強論認為行為受獎賞與懲罰之影響;認知論則認為由個人信念產生。內在動機的類型有四種:能力動機、好奇、自治和內化動機,教師在教導學生時應給予適當難度的任務、支持性評鑑、適度的協調及適當的選擇機會,以促進內在動機。當學生認為智力是固定的且學習是和別人比較時,會導致成就動機的減弱,教師可藉由強調任務價值、使學生相信自已夠聰明,並視環境為友善的及自我教導來促進學生的成就動機。 |
英文摘要 | Recently, there are many gifted classes in elementary schools, junior high schools and senior high schools. Is it better to stimulated learning? The article discusses the achievement motivation and instruction of gifted students in gifted classes from three aspects: achievement theories, the types of intrinsic motivation, how to enhance intrinsic motivation, student apathy in the classroom, how to enhance achievement motivation of gifted students. Achievement theories are divided into reinforcement and cognition theory. Reinforcement theories suggest behavior is influenced by rewards and punishments. Cognition theories suggest behavior is caused by personal beliefs.The types of intrinsic motivation contains competence, curiosity, autonomy and internalized motivation. To enhance students internalized motivation, teacher may give students the tasks of middle difficulties, supportive evaluation, help and choice.When students think the ability is stable and learning is competitive with others, it may lead to weaken achievement motivation. Teachers may enhance students achievement motivation by emphasizing task value, enabling students believing themselves smart, considering the environment friendly and self-regulation. |
本系統中英文摘要資訊取自各篇刊載內容。