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| 篇 名 |
Exploring the Achievement Motivation and Instructions of Gifted Students in Self-Contained Gifted Programs |
| 作者/編譯者 |
Lih-Kuan Wu |
| 出版年/月 |
2007/12 |
| 期 數 |
105 |
| 頁 次 |
15 ～ |
| 類 別 |
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| 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 instuction 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 congnition 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. Keywords:gifted classroom‚ achievement motivation |
| 檔 案 |
無 |
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