hce_cmu
110年
英文
第 44 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.
How do you describe the author’s attitude toward technology-mediated classroom management?
- A suspicious
- B optimistic
- C distrustful
- D cynical
思路引導 VIP
請觀察文章最後兩三句的邏輯結構：在作者詳細列舉了傳統教學法在「行政負擔」與「個別需求」上難以克服的挑戰後，他隨即引入了「Web 2.0 系統」這個概念。請思考，作者認為這個系統與前述那些「挑戰」之間的關係是什麼？它是增加了困難，還是提供了改善的機會？
🤖
AI 詳解
AI 專屬家教
恭喜你精準地捕捉到了作者的弦外之音！這道題目考驗的是對文章「整體立場」的判斷能力，而你成功識別出了關鍵的語氣轉折。
科技作為問題的解方
在文章的第二段中，作者先是深入分析了傳統課堂管理的困境，指出教師很難在不耗費過多行政資源的情況下，兼顧每位學生的內在動機與個別差異。然而，文章在結尾處筆鋒一轉，特別點出 Web 2.0 系統（技術中介系統）具備「潛力」（potentially）來「應對」（tackle）上述的權力分配問題，並能「減少」學生間的動機差異。這種從「描述困境」過渡到「科技能帶來改變」的論述方式，充分展現了作者對科技介入課堂管理的正面看法，因此選擇 (B) optimistic (樂觀的) 是非常精確的判斷。
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