本科畢業設計（論文）外文翻譯原文：ToolsForTeachingMotivatingStudentsResearchershavebeguntoidentifythoseaspectsoftheteachingsituationthatenhancestudents'self-motivation(Lowman,1984;Lucas,1990;WeinertandKluwe,1987;Bligh,1971).Toencouragestudentstobecomeself-motivatedindependentlearners,instructorscandothefollowing:Givefrequent,early,positivefeedbackthatsupportsstudents'beliefsthattheycandowell.Ensureopportunitiesforstudents’successbyassigningtasksthatareneithertooeasynortoodifficult.Helpstudentsfindpersonalmeaningandvalueinthematerial.Createanatmospherethatisopenandpositive.Helpstudentsfeelthattheyarevaluedmembersofalearningcommunity.Researchhasalsoshownthatgoodeverydayteachingpracticescandomoretocounterstudentapathythanspecialeffortstoattackmotivationdirectly(Ericksen,1978).Moststudentsrespondpositivelytoawell-organizedcoursetaughtbyanenthusiasticinstructorwhohasagenuineinterestinstudentsandwhattheylearn.Thusactivitiesyouundertaketopromotelearningwillalsoenhancestudents'motivation.GeneralStrategiesCapitalizeonstudents'existingneeds.Studentslearnbestwhenincentivesforlearninginaclassroomsatisfytheirownmotivesforenrollinginthecourse.Someoftheneedsyourstudentsmaybringtotheclassroomaretheneedtolearnsomethinginordertocompleteaparticulartaskoractivity,theneedtoseeknewexperiences,theneedtoperfectskills,theneedtoovercomechallenges,theneedtobecomecompetent,theneedtosucceedanddowell,theneedtofeelinvolvedandtointeractwithotherpeople.Satisfyingsuchneedsisrewardinginitself,andsuchrewardssustainlearningmoreeffectivelythandogrades.Designassignments,in-classactivities,anddiscussionquestionstoaddressthesekindsofneeds.(Source:McMillanandForsyth,1991)Makestudentsactiveparticipantsinlearning.Studentslearnbydoing,making,writing,designing,creating,solving.Passivitydampensstudents'motivationandcuriosity.Posequestions.Don'ttellstudentssomethingwhenyoucanaskthem.Encouragestudentstosuggestapproachestoaproblemortoguesstheresultsofanexperiment.Usesmallgroupwork.(Source:Lucas,1990)IncorporatingInstructionalBehaviorsThatMotivateStudentsHelpstudentssetachievablegoalsforthemselves.Failuretoattainunrealisticgoalscandisappointandfrustratestudents.Encouragestudentstofocusontheircontinuedimprovement,notjustontheirgradeonanyonetestorassignment.Helpstudentsevaluatetheirprogressbyencouragingthemtocritiquetheirownwork,analyzetheirstrengths,andworkontheirweaknesses.Forexample,consideraskingstudentstosubmitself-evaluationformswithoneortwoassignments.(Sources:Cashin,1979;ForsythandMcMillan,1991)Tellstudentswhattheyneedtodotosucceedinyourcourse.Don'tletyourstudentsstruggletofigureoutwhatisexpectedofthem.Reassurestudentsthattheycandowellinyourcourse,andtellthemexactlywhattheymustdotosucceed.Saysomethingtotheeffectthat"Ifyoucanhandletheexamplesontheseproblemsheets,youcanpasstheexam.Peoplewhohavetroublewiththeseexamplescanaskmeforextrahelp."Orinsteadofsaying,"You'rewaybehind,"tellthestudent,"Hereisonewayyoucouldgoaboutlearningthematerial.HowcanIhelpyou?"(Sources:Cashin,1979;Tiberius,1990)Strengthenstudents'self-motivation.Avoidmessagesthatreinforceyourpowerasaninstructororthatemphasizeextrinsicrewards.Insteadofsaying,"Irequire,""youmust,"or"youshould,"stress"Ithinkyouwillfind..."or"Iwillbeinterestedinyourreaction."(Source:Lowman,1990)Beenthusiasticaboutyoursubject.Aninstructor'senthusiasmisacrucialfactorinstudentmotivation.Ifyoubecomeboredorapathetic,studentswilltoo.Typically,aninstructor'senthusiasmcomesfromconfidence,excitementaboutthecontent,andgenuinepleasureinteaching.Ifyoufindyourselfuninterestedinthematerial,thinkbacktowhatattractedyoutothefieldandbringthoseaspectsofthesubjectmattertolifeforyourstudents.Orchallengeyourselftodevisethemostexcitingwaytopresentthematerial,howeverdullthematerialitselfmayseemtoyou.StructuringtheCoursetoMotivateStudentsWorkfromstudents'strengthsandinterests.Findoutwhystudentsareenrolledinyourcourse,howtheyfeelaboutthesubjectmatter,andwhattheirexpectationsare.Thentrytodeviseexamples,casestudies,orassignmentsthatrelatethecoursecontenttostudents'interestsandexperiences.Forinstance,achemistryprofessormightdevotesomelecturetimetoexaminingthecontributionsofchemistrytoresolvingenvironmentalproblems.Explainhowthecontentandobjectivesofyourcoursewillhelpstudentsachievetheireducational,professional,orpersonalgoals.(Sources:Brock,1976;Cashin,1979;Lucas,1990)Varyyourteachingmethods.Varietyreawakensstudents'involvementinthecourseandtheirmotivation.Breaktheroutinebyincorporatingavarietyofteachingactivitiesandmethodsinyourcourse:roleplaying,debates,brainstorming,discussion,demonstrations,casestudies,audiovisualpresentations,guestspeakers,orsmallgroupwork.(Source:ForsythandMcMillan,1991)De-emphasizingGradesEmphasizemasteryandlearningratherthangrades.AmesandAmes(1990)reportontwosecondaryschoolmathteachers.Oneteachergradedeveryhomeworkassignmentandcountedhomeworkas30percentofastudent'sfinalgrade.Thesecondteachertoldstudentstospendafixedamountoftimeontheirhomework(thirtyminutesanight)andtobringquestionstoclassaboutproblemstheycouldnotcomplete.Thisteachergradedhomeworkassatisfactoryorunsatisfactory,gavestudentstheopportunitytoredotheirassignments,andcountedhomeworkas10percentofthefinalgrade.Althoughhomeworkwasasmallerpartofthecoursegrade,thissecondteacherwasmoresuccessfulinmotivatingstudentstoturnintheirhomework.Inthefirstclass,somestudentsgaveupratherthanrisklowevaluationsoftheirabilities.Inthesecondclass,studentswerenotriskingtheirself-wortheachtimetheydidtheirhomeworkbutratherwereattemptingtolearn.Mistakeswereviewedasacceptableandsomethingtolearnfrom.Researchersrecommendde-emphasizinggradingbyeliminatingcomplexsystemsofcreditpoints;theyalsoadviseagainsttryingtousegradestocontrolnonacademicbehavior(forexample,loweringgradesformissedclasses)(ForsythandMcMillan,1991;Lowman1990).Instead,assignungradedwrittenwork,stressthepersonalsatisfactionofdoingassignments,andhelpstudentsmeasuretheirprogress.MotivatingStudentsbyRespondingtoTheirWorkGivestudentsfeedbackasquicklyaspossible.Returntestsandpaperspromptly,andrewardsuccesspubliclyandimmediately.Givestudentssomeindicationofhowwelltheyhavedoneandhowtoimprove.Rewardscanbeassimpleassayingastudent'sresponsewasgood,withanindicationofwhyitwasgood,ormentioningthenamesofcontributors:"Cherry'spointaboutpollutionreallysynthesizedtheideaswehadbeendiscussing."(Source:Cashin,1979)MotivatingStudentstoDotheReadingAsknonthreateningquestionsaboutthereading.Initiallyposegeneralquestionsthatdonotcreatetensionorfeelingsofresistance:"Canyougivemeoneortwoitemsfromthechapterthatseemimportant?""Whatsectionofthereadingdoyouthinkweshouldreview?""Whatiteminthereadingsurprisedyou?""Whattopicsinthechaptercanyouapplytoyourownexperience?"(Source:"WhenTheyDon'tDotheReading,"1989)Useclasstimeasareadingperiod.Ifyouaretryingtoleadadiscussionandfindthatfewstudentshavecompletedthereadingassignment,consideraskingstudentstoreadthematerialfortheremainderofclasstime.Havethemreadsilentlyorcallonstudentstoreadaloudanddiscussthekeypoints.Makeitcleartostudentsthatyouarereluctantlytakingthisunusualstepbecausetheyhavenotcompletedtheassignment.Giveawrittenassignmenttothosestudentswhohavenotdonethereading.Somefacultyaskatthebeginningoftheclasswhohascompletedthereading.Studentswhohavenotreadthematerialaregivenawrittenassignmentanddismissed.Thosewhohavereadthematerialstayandparticipateinclassdiscussion.Thewrittenassignmentisnotgradedbutmerelyacknowledged.Thistechniqueshouldnotbeusedmorethanonceaterm.(Source:"WhenTheyDon'tDotheReading,"1989)Source:BarbaraGrossDavis.ToolsForTeaching.Wiley,John&Sons,Incorporated,1993.譯文：教學方法手冊激發學生的學習動機研究人員已經開始對能夠促進學生自我激勵的教學因素進行研究(Lowman,1984;Lucas,1990;WeinertandKluwe,1987;Bligh,1971)。為鼓勵學生成為能夠自我激勵的獨立的學習者，教師可以做到以下幾方面：經常給學生提供及時、積極的反饋，增強學生對于成功的信心。布置的作業應難易適中，確保學生成功的機會。幫助學生充分認識到教學材料對于自身的意義和價值。營造一種開放、積極的學習氛圍。讓學生感到自己是這個學習團體中的重要成員。研究還表明，生動的日常教學活動能夠改變學生對學習的冷漠態度，這比專門采取措施直接激發談們的積極性更有效(Ericksen,1978)。如果教師充滿激情，對學生和他們的學習情況真正關心，課程條理清晰，那么，大多數學生會作出積極的反應。因此，你為幫助學生而采取的教學行為也能提高學生的學習積極性。一般性策略滿足學生的需求。如果課堂上促進學生學習的動力能夠滿足他們選修這門課的目的，那么，學生會取得最佳學習學習效果。學生參加該課程的學習可能是為了滿足以下一些需求：完成某項具體任務；尋求新的經歷；完善自身的技能；戰勝挑戰；獲得能力；獲得成功；與他人交流，獲得成就感。這些需求若能得到滿足將會對學生很有意義，因為這對學生學習的激勵作用比分數更為有效。因此，你可以根據這些需求來設計作業、課堂活動以及討論問題。(資料來源：McMillanandForsyth,1991)讓學生成為主動的學習參與者。學生常常在操作、寫作、設計、創造以及解決問題的過程中學到知識。被動的學習會減弱學生的學習興趣和好奇心。因此，教師要提問。如果你可以采取提問的方式，就不要直接告訴他們你要講的內容。鼓勵學生尋找解決問題的方法，或對實驗結果進行猜測。組織小組學習。(資料來源：Lucas,1990)采取積極的教學行為，增強學生的學習動機幫助學生自己樹立可實現的目標。學生如果不能達到不切實際的目標，就會感到失望、惱怒。應鼓勵學生持續努力，不要只看重某一次考試或作業的成績。鼓勵學生自己評改作業，分析自身優勢，克服自身缺點，幫助他們對自己的進步進行評估。例如，可以要求學生針對某一次或兩次作業填寫自我評估表。（資料來源：Cashin,1979;ForsythandMcMillan,1991)告訴學生學好該課程的必要條件。不要讓學生費力地猜測你對他們有什么期望。讓他們相信自己能夠學好該課程，準確地告訴他們獲得成功必須做到什么。你可以這樣說：“如果你能夠解決這幾張練習上的問題，就能夠通過考試。如果對這些題目有問題，可以來問我。”不要對學生說：“你落后了很多。”而應該這樣對他說：“有一個辦法可以幫助你學習這些資料，需要我幫助你嗎？”(資料來源：Cashin,1979;Tiberius,1990)激勵學生自我勉勵。不要表露強調教師權威地位或外在獎勵的信息。不要說：“我要求”，“你們必須”等，而應該強調：“我認為你自己可以……”，或者“我對你的想法比較有興趣。”(資料來源：Lowman,1990)教師對所教科目要充滿熱情。教師的教學熱情是提高學生學習積極性的一個決定性因素。如果你自己對上課感到乏味或者沒有熱情，學生也會變成這樣。一般來說，教師的熱情來源于自信、對課程內容的激情以及對教學的真心熱愛。如果你發現自己對這些教材不感興趣，可以回憶一下是什么吸引你進入這個領域的，然后將那些內容再次呈現給你的學生。或者，無論教材本身看起來多么枯燥，你可以挑戰自己，設計一種有趣的方法來呈現這些內容。設計有效的課程結構，增強學生的學習動機從學生的能力和興趣出發。了解學生選修該課程的原因、對課程的想法以及他們的期望。然后，根據他們的興趣和經歷設計例證、案例分析或作業。例如，一位化學教授在上課時抽出一部分時間討論了化學對解決環境問題所起的作用。你還可以向學生說明這門課程的內容和目標對幫助他們實現自身的教育、職業或個人發展目標有什么作用。(資料來源：Brock,1976;Cashin,1979;Lucas,1990)變換教學方法。變化能夠重新吸引學生參與學習并再次激發他們的學習動機。因此，在教學中應打破常規，運用不同的教學方法：分角色表演、辯論、集體討論、演示、案例分析、視聽教學、嘉賓講課，或者小組學習。(資料來源：