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Introduction
介绍
Background
背景
The issue of student motivation is of major importance in a society where the methods of knowledge transfer are changing. Under older models of learning; the so-called “transmission teaching” model, learners were expected to absorb information from their teachers and reproduce that information verbatim in tests and assignments. This style of teaching and learning was suitable during the past as new knowledge was created more slowly than it is today.
学生的学习动机问题在社会的知识转移方法改变具有重大意义。学习者在学习所谓的“传动教学”旧模式下，学生从他们老师那里汲取信息，再现信息时，只是逐字地从测试及作业。这种教学学习方式只适用于过去，因为过去新知识的创造比现在慢很多。
Current methods of learning; variously described as “collaborative learning”, “interactive learning” or “critical learning”; have shifted the emphasis and responsibility for learning onto the student, with the teacher becoming a facilitator and coordinator of learning.
目前的学习方法，通常被描述为“协作学习”，“互动学习”或“重要的学习”，已经转移到学生的学习，教师成为学习的推动者和协调的重点和责任。
These methods have made the learning of new information more efficient, but only when the students are motivated to take an active role in the teaching learning process. According to Oppenheimer (2001 http://www.ukassignment.org/azdxassignment/ ), motivation can be measured by evaluating students’ participation in the classroom.
这些方法使得新信息的学习更有效率，但只有当学生的动机是教学学习过程中采取了积极的作用。据奥本海默（2001年），可以衡量评价学生在课堂上的参与动机。
Furthermore, Oppenheimer claims that as students’ participation in the class increases, so do their exam scores. Therefore, the teaching-learning process becomes one in which the facilitator (teacher) has the task of deciding whether student participation is at optimal levels in order to enable optimal learning. As a result, the teacher must ensure students are properly motivated. The main concern of this assignment is to determine how to best motivate learners so that optimal learning takes place.
此外，奥本海默称，学生参与类的增加，他们的考试成绩就会提高。
Definition
定义
Student motivation. The ability and willingness of students to become involved in the teaching-learning process.
学生动机 学生在参与教学过程中的能力和意愿。
Student. The assignment will focus on students in post-secondary courses.
学生 作业将集中在大专课程的学生。
Outline and Limitations
概要和限制
The assignment will discuss methods that can be used to encourage students to become more involved in the teaching-learning process at post-secondary levels. The assignment will conclude with an evaluation of the most effective method.
Motivation Methods
激励方法
Breen and Lindsay (1999) describe intrinsic motivation as “learning for its own sake”. Furthermore, they state that motivation can be “evaluated as ‘high’ and ‘low’ depending on the value placed on that goal and the extent to which a person receives satisfaction from attaining it”. According to Taylor, [cited in Breen and Lindsay (1999)], it is very important for post-secondary students to achieve their personal goals in order to be continually motivated. The methods by which facilitators can increase intrinsic motivation are outlined in this section.
据泰勒，[在布林和Lindsay（1999）]，大专学生实现自己的个人目标，它是非常重要的,以便不断被激励。本节中介绍的方法，辅助者可以增加内在动机。
Oppenheimer’s Process-Oriented Model
奥本海默的面向过程的模型
A “process-oriented model of motivation” proposed by Dornyei (2000) involves the dividing up of a goal into sub-goals and a time frame for achieving each sub-goal. Therefore, the learner can be continually and consistently highly motivated towards the achievement of the overall goal. For example, a unit of study at university can be divided up into tasks according to assignments, reading of book chapters and exam preparation. Achievement of each sub-goal (the tasks) according to the pre-determined time limits will, it is believed, lead to greater and continuing motivation. Furthermore, the unit itself is a sub-goal of the overall course. As a result, the completion of a unit becomes the motivation for completion and success in the next unit.
实现每个子目标（任务），根据预先设定的时间限制，人们相信，将导致更大的和持续的动力。此外，该单元本身是整个课程的子目标。其结果是，完成一个单元成为下一个单元的完成和成功的动机。
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