向道德学习动机 毕业论文外文文献翻译.doc

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1、外文资料原文Toward the Ethical Motivation of LearningSwanson, Richard L；Source: Education Year: 1995 Vol. Fall 1995 NosEthics and MotivationFrom an ethical standpoint, positive rewards are too manipulative and punishment is too coercive. In fact, neither punishment, nor positive rewards have any real ethi

2、cal justification in the classroom. at is not to say they should never be used. They can be a very practical tool for short term change. However, they are counterproductive to long term intrinsic motivation and they both, ultimately, are based on coercion, either direct or indirect. Students underst

3、and, at a basic level, the nature of the coercion and in case, reward or punishment, do they internalize the behavior as their own. The coercion causes the student to attribute his or her behavior to outside factors. They see themselves as doing things for the reward or to avoid the punishment. The

4、behavior cant be seen as driven from within. The student cannot attribute the behavior to his or her own choice but rather to factors outside themselves. Both punishment and positive rewards are external pressures to conform. As such, they are not models for motivation that are consistent with devel

5、oping intrinsic motivation. Ethically, the professional educators task is to promote inquiry and the love of learning. That is the heart of the job. Hence, expedient tools that run counter to this goal ethically arent the preferred tools.The AlternativeWhat is needed instead is an ethical classroom,

6、 a place where the responsibilities are placed on the student, where the options are clear, and the consequences are based on the behavior or lack thereof of the student, a place where teachers model learning and make demands. When all things are considered, the teacher is trying to encourage studen

7、ts to make conscious, reasoned decisions based on an understanding of the situation and its consequences. Reality therapy, real life consequences are consistent with an ethical classroom, not the artificial classroom motivational structure based a positive, feel good rewards, nor ones based on punis

8、hment. The motivational elements of the ethical classroom must not create massive negative emotion at masks learning, nor must they just encourage effort for the sake of short term reward. Instead what it must do is foster intrinsic motivation, personal decision making and responsibility, and focus

9、on expectations. The tools of motivation in the ethical classroom are expectations, consequences, clear honest explanations and modeling. When the consequences occur, they must be explained and follow logically from the nature of the transgression. Dialogue is critical, before and at the point of ad

10、ministering consequences. The student must be made to understand what the consequences are and what and why they are occurring.Motivation in the Ethical ClassroomThe emphasis in any ethical pursuit rests on standards, principals of conduct, and judgments that relate back to those standards (Kohlberg

11、, 1972) (DeGeorge, 1986). Plato, in his book, The Republic, notes that intelligence is needed to recognize good from harmful actions, but recognizing that intelligence may come too late for the child; we must be prepared to inculcate in the young a habit of temperance Plato has it right. Motivation

12、in the ethical classroom must be structured to maximize our attempts at getting students to use reasoned judgments to come to socially and academically good decisions, but we cant just count on the student making the transition instantaneously. So in the interim, the teacher in the ethical classroom

13、 must structure the environment so that it encourages useful and ethical attitudes and actions. By its very structure, the methods used must effectively limit student actions to those that are positive, while allowing the student to see themselves as the locus of control for those actions. The respo

14、nsible adults, the teachers and administrators must be prepared to structure and enforce positive standards upon the students. They must model ethical and effective learning behaviors through example, while at the same time making continual effort to get the student to take over the task themselves.

15、 The educators of our nations youth cannot be friends or facilitators. They must be moral leaders, exemplars. They must act the role of parent, not pal.Motivational strategies must be structured so they are appropriate for the student, with enough sanctions and external controls to limit the student

16、s behavior to positive ones, during the majority of time, but with sufficient opportunity for the student to assume their own motivation. This implies a lot of false starts, a lot of failed tries, where an appropriate load is tossed onto the student with the knowledge that the student may drop it. T

17、his then must be coupled with an educational process that helps the student understand his or her own motivations and the reasoning behind the limits and expectations that are imposed upon them. The ethical classroom must be structured so that the students becomes ultimately, and as quickly as possi

18、ble, capable of making good ethical decisions on their own. Excessive use of positive reward and or punishment does not fit this schema. Logical consequences, explanations of rules, consequences and options, and opportunities for real personal choices with real consequences, do fit. The ethical clas

19、sroom implies a lot of work on the part of the stunts. They are being thrown the decision making ball, whenever possible. Students in the ethical classroom should be held accountable for their actions and that means they have to face the consequences of their mistakes square on, as well. Students mu

20、st be allowed attempt and to fail, in fact, will fail, if they are to use and test the standards. Fear of failure can be a very real part of the ethical classroom, as it is in real life. This makes it extremely important that the classroom be structured to be supportive. Students must feel valued, r

21、espected, if they are to be expected to make their own decisions and face the consequences of those decisions, either positive or negative. A student must not ever, in such an environment, feel as if they are operating alone, without support. They need validation and genuine warmth from the adults t

22、hat are running the show. By warmth and support we do not, by any manner, mean feeling sorry for the student or making permissive allowance, or excuses for student behavior. We instead mean valuing the student, being there for the student and supporting the student when he or she deals with the cons

23、equences of those inevitable failures, and believing that the student will ultimately succeed.The educators role also includes real appreciation and recognition for student efforts when they have made the right choices. Students should not be left to their own, either when theyve made the right deci

24、sions, or the wrong ones. Their successes need to be celebrated, held up to them so they see them as successes. Students need to know that their world sees and validates those positive choices, in fact expect s them to make these choices. That is what is meant by support, not doting, fawning or excu

25、ses. So the elements of motivation in the ethical classroom must include clear expectations, consequences that follow logically from student choices, lots of explanation and an atmosphere of genuine caring support that makes the student feel comfortable enough to strive for excellence without feelin

26、g the need to defend himself or herself. This then is the option to reward and punishment.外文资料译文 向道德学习动机伦理和动机从伦理的角度看,积极奖励和惩罚太操纵也太做硬性规定。事实上,不论是惩罚,还是积极奖励都有着真正道德的正当性.而不是说他们不会被使用。它们可以是一个为一体的短期变化非常实用的工具。然而,他们有损于长远的内在动机,他们两个最终都是建立在压迫性上的,不是直接就是间接的。在基层上，当学生理解大自然的奖励或惩罚的手段,他们会内化自己行为。强制使学生对他或她的行为是属于外在因素。他们把自己的

27、行为看成是做事情的回报,或是为了避免惩罚。这种行为不能被看作是内在驱动。学生不能为属于他或她的行为做出属于自己的选择,因为我们自己更愿意在外因素上。惩罚和积极奖励,都要遵守外部压力。正因为如此,所以他们不是模型发展动力而是一致的内在动机。从伦理上说,职业教育工作者的任务是促进询问和对学习的热爱，那是心理上的工作。因此,适宜的工具,是为达到这个目标背道而驰的,而不是伦理道德上的首选工具。选择性目前所需要的是一种伦理的教室,而不是一个地方,是一个教师理论学习和主要要求职责放在学生那的地方，是清晰的,它常常是基于这样的行为,或学生所缺乏的理论。当所有的事被认为时，基于了解形势和它的因果关系，老师会试

28、图鼓励学生在进行有意识的合理的决定。现实理论在现实生活中常常是一致的伦理教室,而不是一种基于积极地，感觉良好的奖励式的模拟教室课堂的激励机构，也不是那些基于惩罚式的机构。伦理的课堂的激励元素在学习上可以不必是创造大量的负面情绪,他们也可不必为了短期报酬而仅仅是鼓励努力。相反它所必须做的是培养内在动机、个人决策和责任,并专注于预期。伦理教室的动机伦理工具是期望的,重要的,明确诚实的解释和建模。当后果发生时,他们必须解释和遵循来自过度期大自然的逻辑。对话是至关重要的,在依法治国的观点后果上。所有的学生必须懂得什么是后果,以及他们为什么发生。动机在伦理课堂上任何伦理的追求都有强调行为标准以及有原则性

29、的，而判断这些行为的标准是联系那些柏拉图式的,在他的书里,“共和国”,他指出智力是有需要从有害行为中认识好的,但认识智力在孩子的身上又可能会来的太晚,所以我们必须做好准备反复灌输年轻人“柏拉图有节制习惯的权利。伦理课堂里的动机必须结构化,以最大限度地提高我们的尝试让学生用理性的判断在社会和学术里做出好的决定,但在过渡的瞬间我们也不能只依靠学生。所以在这段期间,老师在伦理的课堂中必须创造结构环境,用它来鼓励实用和伦理态度和行为。通过其良性结构、采用的方法必须有效地限制学生那些积极的行动,但是允许学生看到他们自己所关注的人格行为控制的特质。在学生身上，这些负责任的成年人,老师和管理者必须做好准备去

30、构造和执行积极的标准。通过实例，他们必须模拟伦理的和有效的行为学习 ,同时继续努力让学生接受这项任务本身。我国青年思想教育工作者不能成为朋友或者调解人。他们必须是道德领导，是模范。他们必须是父母的角色而不是伙伴的角色。动机策略必须是被设计为适合学生的,有足够的制裁和外部的控制,在大部分的时间里是限制学生积极行为的作用,但有足够的机会让学生假设自己的动机。这就意味着大量的虚假的开始了一个合适的负荷与对学生知识了解，在很多地方学生可以把它放进去尝试都失败了。于是这就必须加上一个教育过程,该过程是可以帮助学生理解他或她自己所强压于他们的限制和期待的动机和其背后的原因。伦理课堂里必须构造化使学生对自己

31、成为最终,并尽可能快,能制造良好的道德决策上。过度使用正面的奖赏和惩罚都不符合这些图式。解释逻辑后果，规则解释,后果和选择,甚至是选择个人的机会与真实结果的真实性,都得适当的应用。伦理课堂意味着在部分工作上有着许多道德上的特技。他们是被扔决策球的。只要有可能，学生在伦理的课堂上都应该负有对自己的行为负责,这就意味着他们不得不面对自己的错误所造成的后果,一样的学生必须是允许尝试和失败的,事实上,如果他们想要使用和检测标准都将是失败的。对失败的恐惧可以是伦理教室里德一种非常真实的一部分夫，在现实生活中，这些课堂的结构性的支持使它变成极其重要。学生必须感到有价值的，被尊重的,如果他们想被期待做出自己

32、的决定和面对这些决定的后果,不是积极的就是消极的。假如他们是独自操作而没有支持，那么学生不必是曾在这样的环境里的。他们展示那些需要从大人那里得到真正的和真诚的热情。由于我们没有以任何方式得到温暖和支持,那么意味着学生将感到遗憾或放纵补贴,或为学生的行为找借口。我们的意思是重视学生, 当他或她处理那些不可避免的失败和行为的后果时在那里为他们和支持他们, ,并且相信他们最终会成功的。教育工作者的角色也包括当学生做出正确的选择时对他们努力的欣赏和承认,。当学生做了正确的决策,或那些错误时也不应该都留给自己,。他们的成功需要庆祝 ,以致他们能够看到他们所获得更大的成就。学生们需要明白,他们的世界所看到和认同那些积极的选择,事实上是期望他们做出这些选择。这就是所谓的支持,而不是溺爱孩子,摇尾讨好的借口。所以伦理教室的动机元素必须包括清晰的期望,遵循从学生的选择逻辑上的后果,大量的解释和诚挚的关心的支持的氛围,使学生感觉自在地没有感觉到需要防卫自己的去追求卓越,。这就是那选项里来的奖励和惩罚。