hce_cmu
110年
英文
第 41 題
📖 題組：
Student motivation has repeatedly been identified as one of the most prominent factors affecting students’ ultimate learning outcomes. According to Ushida (2005), motivation is both a condition for, and a result of, effective instruction. Many empirical cognitive studies have shown that lack of motivation for learning may be overcome by providing students with a sense of competition (Gardner, 2011). Competition not only implicates “winner takes all” but also allows students who lag in certain areas to sense the imbalance between themselves and others, and then to compete with their peers to achieve “equal” status. In a competitive practice activity, students are usually in an alert state and are therefore more sensitive to the permissible conversation turns/junctures, which in turn prepares them to be better able to communicate in synchronous or “real-time” conversation (Warschauer & Healey, 1998). Such oral participation or communication skills are important in any collaborative classroom group work or whole-class conversation. In this vein, Hung, Young, and Lin (2013) found that learners are more motivated to participate in a classroom activity when the activity is competitive in nature; more importantly, a competitive activity was found to have the potential to minimize the achievement gap for disadvantage students and to facilitate the motivation of students at different developmental stages. In traditional classroom settings where behavior management strategies are employed, learner motivation tends to be low as students are generally aware that it is the instructor who holds the power to allocate rewards. As such, these strategies do not reach their full potential as they rely mainly on extrinsic motivation, i.e., the instructor holds the balance of power, leaving learners with less control over rewards. In contrast, a behavior management strategy that targets intrinsic motivation — where learners hold the balance of power and more control over rewards — would in turn realize greater potential (Dincer, Yesilyurt, & Takkac, 2012). Note, however, that behavior management methods that target intrinsic motivation are difficult to be implemented in traditional classroom settings, because students generally vary from each other in terms of their internal/intrinsic drives for language learning. Inter-learner variation in intrinsic motivation also suggests that a thorough learner motivation analysis is warranted before the design and implementation of a behavior management method; in this regard, it would involve far too much administration for one instructor to handle. Even if such a learning motivation analysis is possible, instructors are not likely to effectively attend to the needs of each individual. However, Web 2.0 behavior management system — a technology-mediated system — may potentially tackle the aforementioned power issues and reduce the inter-learner variation in intrinsic motivation.
Student motivation has repeatedly been identified as one of the most prominent factors affecting students’ ultimate learning outcomes. According to Ushida (2005), motivation is both a condition for, and a result of, effective instruction. Many empirical cognitive studies have shown that lack of motivation for learning may be overcome by providing students with a sense of competition (Gardner, 2011). Competition not only implicates “winner takes all” but also allows students who lag in certain areas to sense the imbalance between themselves and others, and then to compete with their peers to achieve “equal” status. In a competitive practice activity, students are usually in an alert state and are therefore more sensitive to the permissible conversation turns/junctures, which in turn prepares them to be better able to communicate in synchronous or “real-time” conversation (Warschauer & Healey, 1998). Such oral participation or communication skills are important in any collaborative classroom group work or whole-class conversation. In this vein, Hung, Young, and Lin (2013) found that learners are more motivated to participate in a classroom activity when the activity is competitive in nature; more importantly, a competitive activity was found to have the potential to minimize the achievement gap for disadvantage students and to facilitate the motivation of students at different developmental stages. In traditional classroom settings where behavior management strategies are employed, learner motivation tends to be low as students are generally aware that it is the instructor who holds the power to allocate rewards. As such, these strategies do not reach their full potential as they rely mainly on extrinsic motivation, i.e., the instructor holds the balance of power, leaving learners with less control over rewards. In contrast, a behavior management strategy that targets intrinsic motivation — where learners hold the balance of power and more control over rewards — would in turn realize greater potential (Dincer, Yesilyurt, & Takkac, 2012). Note, however, that behavior management methods that target intrinsic motivation are difficult to be implemented in traditional classroom settings, because students generally vary from each other in terms of their internal/intrinsic drives for language learning. Inter-learner variation in intrinsic motivation also suggests that a thorough learner motivation analysis is warranted before the design and implementation of a behavior management method; in this regard, it would involve far too much administration for one instructor to handle. Even if such a learning motivation analysis is possible, instructors are not likely to effectively attend to the needs of each individual. However, Web 2.0 behavior management system — a technology-mediated system — may potentially tackle the aforementioned power issues and reduce the inter-learner variation in intrinsic motivation.
Which statement best describes the gist of this passage?
- A It revisits the outdated pedagogical practices beyond the classroom setting.
- B It examines a teacher’s dilemma between managing classroom order and reducing learners’ anxiety.
- C It invites teachers to provide additional scaffolds focusing on high achievers.
- D It addresses the effects of motivation on learning and discusses various issues when applying different classroom management protocols.
思路引導 VIP
請你觀察文章的轉折：第一段主要在探討學生內心的「心理驅動力」如何影響學習品質；而第二段轉向討論老師在「實施規則與權力分配」時會遇到的實務困境。如果你要為這兩段內容訂定一個共同的標題，你會如何描述這兩個面向之間的關聯？
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AI 詳解
AI 專屬家教
太棒了！你能精準選出 (D) 選項，代表你已經具備了快速梳理學術文章架構並萃取核心主旨的能力。這道題目考察的是對全文脈絡的宏觀掌握，而不僅僅是尋找個別關鍵字。
從學習動機走向管理實務
這篇文章的論述結構非常嚴謹：第一段先確立了學習動機（Motivation）是影響成效的關鍵，並探討了競爭機制如何轉化為溝通動力；第二段則進一步延伸到課室管理策略（Management protocols），對比了「外部獎勵」與「內在動機」在實行上的難度，以及技術系統（Web 2.0）如何解決這些挑戰。選項 (D) 同時涵蓋了動機的影響力以及管理實務中的各種議題，與文章佈局完美契合。
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