基于DMC动机理论的项目教学模式的探索
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摘要
基于项目教学能够培养学生的创新能力和思辨能力,对于提高教师的教学效果以及学生的整体质素也大有裨益。然而,在二语教学实践中却出现学生学习动机缺失、学习目标不明确、教师角色错位等问题。文章借用DMC理论框架,主要围绕"愿景确定性""促成性结构""积极情感伴随"这三个动机维度,为项目教学提供新的解读视角,期望能够为项目教学的探索注入新的动机和活力。
Project-based teaching can cultivate students' innovation ability and critical thinking,which contributes to better teaching effect and improved quality of students. However,there appear some problems related to project-based learning in practice,like lack of learning motivation,unclear learning goals and improper role-play of teachers. Based on the theoretical framework of Directed Motivational Currents( DMC),especially in the light of three motivational dimensions from DMC,this research attempts to provide new impetus and inspiration for this teaching mode.
Project-based teaching can cultivate students' innovation ability and critical thinking,which contributes to better teaching effect and improved quality of students. However,there appear some problems related to project-based learning in practice,like lack of learning motivation,unclear learning goals and improper role-play of teachers. Based on the theoretical framework of Directed Motivational Currents( DMC),especially in the light of three motivational dimensions from DMC,this research attempts to provide new impetus and inspiration for this teaching mode.
引文
[1]赵华丽.高职项目教学改革存在的问题及对策[J].中国成人教育,2014(6):98-99.
[2]王琦,邢运凯.论PBL模式在高职教学实践中的应用[J].黑龙江高教研究,2015(7):124-127.
[3][4][6][7][10][15][18]D9rnyei Z.,Henry A.,&Muir C.Motivational Currents in Language Learning[M].New York:Routledge,2016.
[5]Henry A.,Davydenko S.,&D9rnyei Z.The anatomy of directed motivational currents:Exploring intense and enduring periods of L2 motivation[J].The Modern Language Journal,2015(2):329-345.
[8]徐朔.项目教学法的内涵、教育追求和教学特征[J].职教论坛,2008(23):5-7.
[9]D9rnyei Z.,&Kubanyiova M.Motivating learners,motivating teachers:Building vision in the language classroom[M].Cambridge University Press,2014.
[11][13]张文忠.i PBL---本土化的依托项目英语教学模式[J].中国外语,2015(2):15-23.
[12][19]刘宏刚.依托项目的英语写作教学:一项基于体育专业博士生的探索性研究[J].外国语文研究,2011(2):57-75.
[14]Park H.,&Hiver P.Profiling and tracing motivational change in project-based L2 learning[J].System,2017(67):50-64.
[16]Richards J.C.,&Schmidt R.Longman Dictionary of Language Teaching and Applied Linguistics[M].4th edition,Harlow:Pearson Education Limited,2010.
[17]D9rnyei Z.,&Murphey T.Group dynamics in the language classroom[M].Cambridge University Press,2009.
(1)在社会心理学中,社会惰化是指一个人在集体工作时会比单独工作时投入更少精力,个人的活动积极性与效率下降的现象,也叫社会干扰、社会懈怠。
[2]王琦,邢运凯.论PBL模式在高职教学实践中的应用[J].黑龙江高教研究,2015(7):124-127.
[3][4][6][7][10][15][18]D9rnyei Z.,Henry A.,&Muir C.Motivational Currents in Language Learning[M].New York:Routledge,2016.
[5]Henry A.,Davydenko S.,&D9rnyei Z.The anatomy of directed motivational currents:Exploring intense and enduring periods of L2 motivation[J].The Modern Language Journal,2015(2):329-345.
[8]徐朔.项目教学法的内涵、教育追求和教学特征[J].职教论坛,2008(23):5-7.
[9]D9rnyei Z.,&Kubanyiova M.Motivating learners,motivating teachers:Building vision in the language classroom[M].Cambridge University Press,2014.
[11][13]张文忠.i PBL---本土化的依托项目英语教学模式[J].中国外语,2015(2):15-23.
[12][19]刘宏刚.依托项目的英语写作教学:一项基于体育专业博士生的探索性研究[J].外国语文研究,2011(2):57-75.
[14]Park H.,&Hiver P.Profiling and tracing motivational change in project-based L2 learning[J].System,2017(67):50-64.
[16]Richards J.C.,&Schmidt R.Longman Dictionary of Language Teaching and Applied Linguistics[M].4th edition,Harlow:Pearson Education Limited,2010.
[17]D9rnyei Z.,&Murphey T.Group dynamics in the language classroom[M].Cambridge University Press,2009.
(1)在社会心理学中,社会惰化是指一个人在集体工作时会比单独工作时投入更少精力,个人的活动积极性与效率下降的现象,也叫社会干扰、社会懈怠。