動(dòng)機(jī)被認(rèn)為是學(xué)習(xí)過程中最重要的因素,只有當(dāng)學(xué)習(xí)者想學(xué)習(xí)時(shí),學(xué)習(xí)才能有效。毋庸置疑,動(dòng)機(jī)與學(xué)習(xí)緊密相連。然而,傳統(tǒng)意義上教師的角色在一定程度上阻礙了動(dòng)機(jī)的全面發(fā)展,因而不能使學(xué)習(xí)效果最大化。教師充當(dāng)什么角色才能最好地激發(fā)和維持學(xué)生的學(xué)習(xí)動(dòng)機(jī)呢? 社會(huì)建構(gòu)主義提出了“中介”理論和“中介者”的概念。他們認(rèn)為:有效學(xué)習(xí)的秘密在于中介者與學(xué)習(xí)者社會(huì)性的互動(dòng),作為中介者,教師能激發(fā)和維持學(xué)習(xí)者的外在動(dòng)機(jī)和內(nèi)在動(dòng)機(jī),從而使學(xué)習(xí)者向著自主化學(xué)習(xí)的方向邁進(jìn)。 全文分為五章: 第一章簡要論述了研究動(dòng)機(jī)和教師作用的重要性,提出了此篇論文要研究的問題;第二章,第三章分別對動(dòng)機(jī)理論及中介理論進(jìn)行了探討,提出了教師要作為中介者去激發(fā)和維持學(xué)習(xí)者動(dòng)機(jī)的假設(shè);第四章介紹了為了論證此假設(shè)而進(jìn)行的實(shí)驗(yàn); 第五章探討了“教師作為中介者激發(fā)和維持學(xué)生學(xué)習(xí)動(dòng)機(jī)”這一想法給外語教學(xué)帶來的啟示;第六章是結(jié)論部分。

【文章頁數(shù)】：57 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
1 INTRODUCTION
    1.1 Why study motivation and teachers’role?
    1.2 An overview study of motivation and teachers’role
    1.3 Research questions in this thesis
2 THE THEORY OF MOTIVATION
    2.1 Sources of motivation
    2.2 Different perspectives on motivation
        2.2.1 Behaviorism: motivation as reinforcement
        2.2.2 Cognitive theories of motivation
        2.2.3 Humanistic view of motivation
        2.2.4 A social constructivist perspective
    2.3 The subcomponents of motivation
        2.3.1 Instrumental vs integrative motivation
        2.3.2 Extrinsic vs intrinsic motivation
    2.4 Basic principles of motivation
3 MEDIATION –WHAT CAN TEACHERS DO TO INTIATE AND SUSTAIN LEARNER’S MOTIVATION?
    3.1 The concept of mediation and mediator
    3.2 Key features of motivation
    3.3 Toward a synthesis: teachers as mediator initiate and sustain the motivation of students
4 PREENT STUDY OF MOTIVATION AND MEDIATON
    4.1 The brief introduction of the research
        4.1.1 The aim of the research
        4.1.2 The methods of the research
        4.1.3 Subjects in this research
        4.1.4 Questionnaire
    4.2 The procedure of the research
    4.3 Data analysis
        4.3.1 Being correlative between the motivation as learners’learning Second language and scores
        4.3.2 Correlation between the mediation as mediators and motivation as learners learning the second language toward the perceived value of the activity
        4.3.3 Correlation between the mediation as mediators and motivation as learners learning the second language toward arousal
        4.3.4 Correlation between the mediation as mediators and motivation as learners learning the second language toward setting and achieving goals
    4.4 Findings
5 SUGGESTIONS ON HELPING LEARNERS INITIATE AND SUSTAIN LEARING MOTIVATION AND MAKING THEM BECOME AUTONOMOUS LEANERS
    5.1 Helping learners set goals
    5.2 Helping learners attain optimal arousal as mediators
    5.3 Helping learners perceive the value of activity
    5.4 Teachers’role as mediators and an individuals’motivation
6 CONCLUSION
    6.1 Conclusion of the research
    6.2 Limitations
APPENDIX I
APPENDIX II
APPENDIX III
REFERNCES
Acknowledgement
學(xué)位論文獨(dú)創(chuàng)性聲明
學(xué)位論文版權(quán)的使用授權(quán)書



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