英語(yǔ)考試作文-GRE寫作Issue部分精品素材分享之動(dòng)機(jī)理論

1、英語(yǔ)考試作文GRE彳Issue部分精品素材分享之動(dòng)機(jī)理 論想要在GRE作文部分的考試中寫出優(yōu)秀的文章，論據(jù)素材是重要的一環(huán)。好的論據(jù)不僅能幫助你支撐觀點(diǎn)，加強(qiáng)說(shuō)服力，還能體現(xiàn)出考生在閱讀量上的積累和深厚扎實(shí)的語(yǔ)言功底基礎(chǔ)。特別是ISSUE作文，更是需要大量好素材作為儲(chǔ)備，才能保證考生無(wú)論遭遇那種題目，都能游刃有余地完成一篇高分作文的寫作。為大家整理了 GRESSU日乍文各類題目的精品優(yōu)質(zhì)素材，一起來(lái)看吧。動(dòng)機(jī)理論在學(xué)習(xí)實(shí)踐中的折衷應(yīng)用The eclectic view of the concept of motivation tolearn must then be acknowledged,

2、 because even though it isideal to be intrinsically motivated, to discard implementationof extrinsic forms of motivation or avoid the fact that somestudents will be amotivated at times would not be realistic.After reviewing behavioral and cognitive theories of learning, it appears to be obvious that

3、 the most effective measure to be taken to motivate students to learn would be to implement the best parts of each of the mentioned theoretical concepts.Behaviorists make a strong argument for limiting thestudy oflearningto observable behavior that can be counted andanalyzed for its meaning. Observa

4、ble behavior is easy to validate and changes are recognizable. But from the cognitive perspective, there is more to learning than stimulus-response correlation. This involves insight, creativity, drawing conclusions, and problem-solving. By customizing these theories to use in the classroom, teacher

5、s can begin to understand why it is easy for intrinsic motivation to learn can be undermined and then take action to mend the problem.積極學(xué)習(xí)的實(shí)踐Bonwell and Eison (1991) suggested learners work in pairs, discuss materials while role-playing, debate, engage in case study, take part in cooperative learnin

6、g, or produce short written exercises, etc. While it makes sense to use these techniques as a “ follow up” exercise, it does not makesense to use them to introduce material. However, it is suggested that instructors guide their students during the early stages of learning, and then later, let them p

7、ractice their new learned skills or apply new information.Active learning exercises are only suggested as a review of previously covered subject matter, and should only be used with students that already have a good understanding of the material. They should not be used as an introduction to new mat

8、erial.積極學(xué)習(xí)的三大形式Examples of “ active learning ” activities include:1. A class discussion may be held in person or in an online environment. Certainly all would agree that these discussions be held between prepared, knowledgeable participants.2. A think-pair-share activity is when learners take a minu

9、te to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class as part of a formal discussion. It is during this formal discussion that the instructor should clarify misconceptions.3. A short written exercise that is often used is the “ one

10、minute paper ” . This is a good way to review materials.行為主義的動(dòng)機(jī)理論Behaviorism, in a contemporary sense, does not rely on solely stimulus/response motives as does classicalconditioning.B.F. Skinner developed the concept of behaviorism that focuses on reinforcement as the only factor necessary to expla

11、in motivation. This division of behaviorism is classified as operant conditioning. Operant conditioning is more useful in explaining our voluntary behavior and is considerably more relevant to the problems of motivation. The basic tenet of operant conditioning is that behavior is shaped by its end r

12、esult. The concept of consequences implies some system of reward or punishment, someform of pleasure or pain, some type of positive or negative reinforcement. This whole concept of operant conditioning supports the theoretical view of extrinsic motivation. Cognitive theories, on the other hand, emphasize the point that our behavior is not determined by discriminative or reinforcing stimuli in and of themselves but by our perceptions or interpretations of those stimuli. T