Motivation 動機

從我們開始教書的第一天，我們所面臨的最困難和最複雜的挑戰之一，就是是如何激勵我們的學生。

或者換句話說，我們應該要做些什麼來幫助我們的學生成為自我激勵型學生？這是我認為身為老師最重要的一件事。

那麼，我們該如何激發、鼓勵、甚至懇求我們的學生去參與那份學校提供的成就與喜悅感？我們該如何設計出邀請他們去探索以及創造對我們希望他們學習事務所產生的獨有意義的體驗？我們知道學術上的成功以及成就不是很容易就辦得到的。

深刻而持久的學習是很辛苦的。

它往往涉及掙扎、混亂、錯誤，而且要求學生不懈的努力與參與。

是什麼能夠讓我們的學生在不舒適的狀態支撐學席下去。

Our challenges amplify because school isn't always intrinsically interesting or of obvious relevance to our students lives.

是什麼讓我們的學生在不舒服，實現學習的存在堅持下去？我們面臨的挑戰，因為放大的學校並不總是給我們的學生生活本質有趣的或明顯的相關性。

但他們面臨的最大挑戰是，每個學生都是獨一無二的。

They come into our classrooms with an incredibly diverse array of hopes, dreams, fears, capabilities, experiences, problems, and ideas of themselves as learners that make each their own motivational puzzle.

他們走進我們教室的希望，夢想，恐懼，能力，經驗，問題和自己的想法一個令人難以置信的多樣化的學習者，使每一個自己激勵的難題。

This helps explain the emotional roller coaster that often characterizes teaching.

這有助於解釋的情感過山車，往往特點的教學。

We revel in the exhilarating times when a child, or an entire class, glows in the excitement and discovery of learning.

我們陶醉在令人振奮的時候，一個孩子，或一整類，煥發在興奮和學習的發現。

And then there are the days when a lesson falls flat or we head home pondering ways to reach a child who's disengaged or frustrated.

再有幾天，當一個教訓下降或持平，我們回家琢磨的方式來達到誰的脫開或受挫的孩子。

In this session, we'll discuss some key findings emerging from the cognitive science research about what motivates students to learn.

在這個環節中，我們將討論大約是什麼激勵學生學習認知科學研究的新興的一些重要發現。

The literature is vast and complicated, so we won't cover it in an comprehensive way, but we do hope the insights we provide will be helpful in informing your own teaching practice.

文獻是廣闊的，複雜的，所以我們不會掩蓋它以全面的方式，但我們希望我們提供將有助於在告知自己的教學實踐的真知灼見。

Distinguishing between extrinsic and intrinsic forms of motivation is often problematic because they are inextricably linked and the difference is not always clear to the learner.

外在動機和內在的形式區分往往是有問題的，因為他們有著千絲萬縷的聯繫和區別並不總是很清楚學習者。

No doubt there are external factors that motivate children in school.

毫無疑問，是激勵孩子在學校的外部因素。

Praise, grades, rewards, and personal relationships among them.

讚美，成績，獎勵和個人它們之間的關係。

In fact, the initial motivational hooks or sparks for learning are frequently provided by important people in students' lives and other supportive outside influences.

其實，學習的初始動機掛鉤或火花在學生生活等支持的外部影響的重要人物經常提供。

Likewise, praise and rewards can have their place in motivating students in positive ways, but we need to be careful about how they are deployed.

同樣，表揚和獎勵可以有自己的位置在激勵學生以積極的方式，但我們必須要小心他們是如何部署。

We'll say more about that near the end of this session.

我們會說更多關於這附近的會議結束。

That said, we do know that students tend to be more consistently and strongly motivated when the desire to learn comes from within, rather than from mostly external sources.

話雖如此，但我們知道，學生往往更一致和強烈的動機時，學習的慾望來自內心，而不是從外部主要來源。

What are some factors that help students become more intrinsically motivated? The motivational framework we'll discuss here focuses on personal self-determination and the need we all have to grow and be fulfilled.

什麼是一些因素，幫助學生更加內在動機？該激勵框架，我們將在這裡討論的重點是個人自決和需要，我們都必須成長和滿足。

At least four factors are involved.

至少有四個因素參與。

Competence, autonomy, relatedness, and purpose.

競爭力，自主性，相關性，和目的。

Let's talk briefly about each one.

讓我們來簡單介紹一下各一個。

I love hearing in my classroom, I'm really getting better at solving equations, or now I can have a real conversation in Spanish.

我喜歡在我的課堂聽，我真的在解方程越來越好，還是現在我可以在西班牙真正的對話。

Our students need to believe that they are gaining competency in doing their school work.

我們的學生需要相信，他們正在做功課獲得競爭力。

They should see improved performance and have a meaningful sense that their efforts had a lot to do with their gains.

他們應該看到更好的性能，並具有真正意義上的，他們的努力有很多與他們的收益。

This involves not only helping kids develop the growth mindset, as we discussed before, but also getting feedback and instruction to be sure that their hard work and effort is effective.

這不僅包括幫助孩子們發展的成長心態，正如我們前面所討論的，也獲得反饋和指導，以確保他們的辛勤工作和努力是有效的。

Research shows when students believe that their intellectual abilities can be developed, they are more likely to seek challenges, exert sustained effort, and learn from setbacks.

研究表明，當學生認為他們的智力能力可以發展，他們更可能尋求挑戰，發揮持續的努力，並從挫折中吸取教訓。

In a later session we'll talk about ways to help our students become self-regulated learners and be thinking about ways to improve the quality of their efforts.

在我們將討論的方式來幫助以後的會議上我們的學生成為自我調節的學習者和思考如何改善他們的工作的質量。

In other words, to do the stuff of learning.

換句話說，做學習的東西。

Aligned with a developing sense of competency is the opportunity for our students to act in more independent ways.

不結盟與能力的發展意義是為我們的學生以更加獨立的方式行事的機會。

This means their sense of control is more internal and directed by them, rather than being too strongly influenced by others.

這意味著它們的控制感是多個內部和由它們指向的，而不是被人過於強烈影響。

In other words, their growth as learners is increasingly under their control and these feelings of growing autonomy will foster a sense of agency and self-efficacy.

換句話說，他們作為學習者增長越來越其控制下的和不斷增長的自主性的這些情緒將促進機構和自我效能感。

Having our students think, I can do this by myself, is hopefully the outcome of the class environment we create that is feedback rich and fosters a sense of risk taking and exploration.

有學生認為，我自己可以做到這一點，是我們希望創造一個反饋豐富，促進了冒險和探索意識的課堂環境的結果。

In this sort of classroom, mistakes are embraced as learning opportunities and a student's first move after making a mistake is to ask, how can I learn from this? It's therefore important that this happens in a network of personal relationships that are supportive and encouraging.

在這種課堂，錯誤被接受的學習機會，犯了一個錯誤就是要求後，學生的第一個舉動，我怎麼能學習一下？這是很重要的，出現這種情況的個人關係是支持和鼓勵的網絡。

This means scaffolding challenges in ways that students experience incremental success in the context of a growth oriented community where students and teachers work together and learn from each other.

這意味著，學生在經歷一個成長型社區，學生和老師共同努力，相互借鑒的情況下成功增量方式腳手架挑戰。

Challenge with assurance typifies this sort of learning culture.

挑戰與把握典型代表這種學習文化。

In this classroom, it would not be uncommon to hear, this is going to be difficult, you will struggle, but we know that you will figure out how to do it.

在這個課堂上，它不會是常有的事，這將是困難的，你將很難，但我們知道，你會弄清楚如何做到這一點。

It goes almost without saying that students are motivated to devote more time and energy to those activities in which they expect to do well, especially if their success is due to their own effective effort that they are striving to improve.

它去幾乎不用說，學生的動機是把更多的時間和精力在那些他們希望做的很好，特別是如果他們的成功是活動由於自身有效的努力，他們正在努力改善。

We do want to acknowledge, however, that not all students feel at home in school and feel they readily fit in all the time.

我們希望但承認，並不是所有的學生，家庭，學校覺得，覺得他們很容易適應所有的時間。

We therefore don't want to discount or underestimate the demotivating aspects of students feeling that they don't belong are not understood by their teachers or are considered different in their social and academic context.

因此，我們不希望打折或低估學生們感覺他們不屬於不被他們的老師了解或考慮其社會和學術背景不同的士氣低落方面。

Feelings of not belonging based on social interactions and societal messages having to do with race, socioeconomic class, gender, sexual orientation, immigration status, and other similar aspects of our identity can have an important defect on student motivation and performance.

不是感情歸屬感基於社會互動和具有種族，社會經濟階級，性別，性取向，移民身份，和我們的身份的其他類似方面做會對學生的學習動機和性能的一個重要缺陷的社會信息。

Working hard to create inclusive classrooms and school environments will be essential for all students to thrive and be motivated to succeed.

努力營造包容性的教室和學校環境是必不可少的所有學生茁壯成長，並受到激勵成功。

Finally, the last factor we'll discuss that can influence motivation is a sense of purpose.

最後，我們將討論可能影響動機的最後一個因素是目標感。

This can be a huge motivator for young learners.

這對年輕的學習者一個巨大的動力。

Helping them see their relevance of what they are learning and it's meaning in a larger personal context can powerfully influence their willingness to engage in academic tasks.

幫助他們看到他們正在學習什麼的相關性和它的意思在更大的範圍內個人可以有力地影響他們願意從事的學術工作。

Again, research has demonstrated that something as simple as pausing periodically to have students ponder how what they are studying might have relevance for their future lives can significantly influence their subsequent performance.

此外，研究表明，作為定期停下來讓學生簡單的東西思考怎麼樣，他們正在研究可能的相關性為自己未來的生活可以顯著影響他們以後的表現。

Now what about the role of rewards and praise in motivating young learners? This is not the time to review this extensive and complicated research, but what we do need to include are some observations as part of our discussion about student motivation.

現在來談談獎勵在激勵青少年學生的作用和讚譽？這不是審查這一廣泛而複雜的研究時間，但我們確實需要包括有一些意見是我們對學生的學習動機討論的一部分。

Let's start with rewards.

讓我們先從獎勵。

The first observation is that rewards can have both positive and negative effects on student motivation and performance.

第一個發現是，獎勵能夠對學生的學習動機和業績的正面和負面影響。

Rewards can definitely improve performance in the short-term, but the problem comes when they go away.

獎勵絕對可以改善短期業績，但是當他們離開的問題就來了。

Will a student being rewarded continue the desired behavior once the reward is no longer given? In other words, will the motivation for the desired behavior become internalized? If not, reversion to the prior not so desired behavior may happen.

將被獎勵的學生繼續一旦獎勵不再給出期望的行為？換句話說，將對於所期望的行為的動機變得內在？如果不是，回复到現有不那麼期望的行為可能發生。

Worse, rewards can actually decrease motivation.

更糟的是，獎勵實際上會降低動力。

This is especially the case for tasks that learners initially like and find intrinsically interesting and the rewards are known ahead of time.

這是專為學習者開始喜歡並找到內在的趣味性和獎勵是事先已知的任務的情況。

Feeling controlled, coerced, or manipulated is part of the reason young learners find rewards demotivating under these conditions.

感覺控制，脅迫，或操縱其中的道理年輕學習者找到這些條件下，士氣低落的獎勵的一部分。

However, this isn't necessarily the case for dull tasks.

然而，這並不一定是平淡的任務的情況。

A rule of thumb about rewards is not to use them if you can find an alternative.

拇指關於獎勵規則是不使用他們，如果你能找到一種替代方法。

This means thinking of ways to motivate learners more intrinsically as we previously discussed.

這意味著思維方式作為我們先前討論的更多的內在激勵學習者。

If you must use rewards, do so for a limited time and for very specific reasons with the endgame in mind.

如果必須使用的獎勵，在有限的時間和在頭腦裡的殘局非常具體的原因這樣做。

What's the plan when the rewards cease? And now what about praise? Praise is usually distinguished from rewards because most rewards are known ahead of time and therefore expected.

什麼時候停止獎勵計劃？現在什麼讚美？讚美通常是從獎勵區別，因為大多數的獎勵被稱為提前，因此預期。

In addition, rewards usually don't impart much information to the learner, but praise often does.

此外，獎勵通常不傳授多少信息給學習者，而是讚美經常做。

What are some tips about providing effective praise? It needs to be sincere and earned.

什麼是關於提供有效的讚譽一些建議嗎？它需要真誠和收入。

Dishonest and unearned praise is immediately detected by most young learners and can send a variety of unfortunate messages.

不誠實的，不勞而獲的讚譽立即被大多數青少年學生檢測，可以發送各種不幸消息。

By praising substandard or mediocre work with all good intentions to boost the motivation and confidence of a student, it can send just the opposite message and backfire in terms of impact.

通過讚美與所有好心提振動機和學生的信心不合格或平庸的工作，它可以發送正好相反的消息，並在影響方面適得其反。

Insincere praise can be interpreted as you tried hard and while it's not that good, for you it is.

拿捏讚美可以理解為你拼命，雖然它不是那麼好，你這是。

Being honest in a way the student can respond to productively is always better.

作為在某種程度上，學生可以回應說實話富有成效總是更好。

It just needs to be couched in a supportive way so the student can hear it and respond with opportunities to improve.

它只需要一個支持的方式來表述這樣學生可以聽到它和機會，以改善響應。

Brianna, your first paragraph would be even better with a specific quote.

布賴恩，你的第一個段落甚至會與特定的報價更好。

Praise that is intended or interpreted to be controlling is always potentially problematic.

被有意或解釋為控制讚美永遠是潛在的問題。

Saying something like, great job, Tina, you revised that essay just like I wanted you to, is praise worthy but sends an external locus of control message, do as I say.

說是這樣，偉大的工作，蒂娜，你修改後的那篇文章，就像我想你，是值得讚美，但發送控制消息的外部軌跡，照我說的。

It's better to provide informational praise whenever possible.

這是更好地提供信息讚譽只要有可能。

Terrific work, Jamaal, your revision provided much better supporting evidence.

了不起的工作，賈馬爾，你的版本提供了更好的支持性證據。

Finally, praise should emphasize process and not ability.

最後，讚美應該強調過程，而不是能力。

Saying to a student, you're such a good science student can boost confidence and be motivational in the short run, but it can reinforce a fixed mindset in terms of ability being the primary reason for high performance.

話說到一個學生，你是這麼好的理科生可以提振信心，並在短期內動機，但它可以在能力是高性能的主要原因方面加強固定的思維定勢。

This may mean that when a student encounters difficultly later, a fixed or ability focused mindset can cause problems in terms of how they respond as we discussed previously.

這可能意味著，當學生遇到困難後，固定或能力為主的思維定能引起像我們前面討論他們如何回應方面存在問題。

Instead, it's better to say something like, you did such a good job on that science project, you must've worked hard at carefully collecting that data.

相反，它是更好地這樣說，你做了這樣一個好工作的科學項目，你一定是在精心搜羅的數據辛苦了。

This emphasizes that it's the student effective effort that has caused the good results.

這強調，它是引起了良好的效果，學生有效的努力。

在班上激勵學生永遠是一個挑戰。

It takes knowing students well and developing a relationship with them that is supportive while encouraging them to meet high standards and challenging themselves.

這需要會心生好，發展同它們的關係是支持，同時鼓勵他們滿足高標準，挑戰自我。

It also means that students need to meaningfully feel that we believe in them to succeed and keep growing and getting better.

這也意味著，學生需要切實感到，我們相信他們的成功和持續增長以及越來越好。

Experiences that help them feel more competent and independent, as well as helping them see the purpose and meaning of what we ask them to do, will go a long way to develop in them an internally driven motivation.

經驗，幫助他們感到更能幹和獨立，以及幫助他們看到了我們要求他們做的目的和意義，會走很長的路在他們發展的內部驅動動力。

In this way, our students will be on their way to deeper engagement and fuller involvement with directing their own learning in meaningful ways.

這樣一來，我們的學生將在他們的方式，以更深入地參與和有意義的方式指導自己的學習更全面的參與。