首页 -> 2007年第8期

再论如何激发特殊儿童学习动机：特殊儿童学与教的心理学研究（ＩＩ）

作者：孟万金　刘玉娟

　　（2）在对教学内容的动机特征进行分析基础上，对动机激发策略的运用要恰到好处。并非所有提高动机的努力都能得到正向的结果。如果一堂课的导入有太多的动机的变式，如模拟、举例、游戏，这就会增加这堂课的长度，并且将学生的注意力从特定的学习目标上转移，学生会因此厌倦。
　　总之，ARCS动机模式是一种有效的激发学生学习动机的方法，基于它简单又具有操作性的特点，将其引进到特殊教育中具有广阔的前景，值得在实践中深入探讨。
　　
　　参考文献
　　1 孟万金，张冲. 论如何激发特殊儿童学习动机——ARCS动机模式及其在特殊教育中的应用（Ⅰ）.中国特殊教育，2007，7：
　　2 Akahori K. Analysis of problem solving process using computer simulation software. Proceedings of ICOMMET'91:International conference on multi-media in education and training, 1991.75-79
　　3 Nagaoka K, Shigematsu A, Takai T. TESS(total exercise and diet suooprt system): interactive video disc CBT system. Proceedings of ICOMMET'91:International conference on multi-media in education and training, 1991. 95-98
　　
　　The Second Comment on How to Inspire Special
　　Children's Learning Motivation
　　——ARCS Model and Its Application in Special Education
　　 MENG Wanjin LIU Yujuan
　　(Research Department for Psychology and Special Education,
　　China National Institute for Educational Research, Beijing, 100088)
　　AbstractARCS model which is simple and feasible, can be disseminated in classroom teaching for special education. On the basis of ARCS model, this article explores teaching strategies of inspiring special children's learning motivation from the aspects of attention, relevance, confidence and satisfaction, so that some references can be provided for practices in special education.
　　Key wordsspecial children learning motivation ARCS model teaching strategy
　　
　　 (责任编校：张冲)
　　

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