爱心传递慈善基金会
 
 
 
   
PLCF乡村少儿阅读推广志愿者培训材料-英文版
【前言部分 动机与读写能力】

 

Motivation and Literacy

In the early 1990s, when the National Reading Research Center was planned (based at the University of Georgia, in Athens, and the University of Maryland, in College Park), the organizers conducted a national survey of teachers that asked their opinions about the most pressing issues confronting education. One concern was much more prominent than any other in the responses: The teachers were emphatic that maintaining student academic motivation was a major challenge that needed to be addressed by any center concerned with promoting the reading achievement of students. In response to that input from teachers, the National Reading Research Center focused on the promotion of student engagement in literacy (O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992).

A great deal about academic motivation was learned during the tenure of the National Reading Research Center. Some of the most important findings related to motivation are covered in this chapter. For example, the Center was able to establish that the main reason that teachers were concerned about motivation was that they recognized that motivation to read is connected to good grades (Sweet, Guthrie, & Ng, 1998). Other important discoveries were the many facets of student motivation that can affect reading (Baker & Wigfield, 1999; Wigfield & Guthrie, 1997; Wigfield, Guthrie, & McGough, 1996; Wigfield, Wilde, Baker, Fernandez-Fein, & Scher, 1996). These include the following:

Reading self-efficacy—Believing that one can read well affects commitment to reading.

Reading challenge—How challenging a book is for a reader at a particular competence level can impact on whether the book will be read.

Reading curiosity—Students are more likely to read about topics that are interesting to them.

Aesthetically enjoyable reading topics—Some things are read because they are fun to read.

Importance of reading—Recognition that reading is important can affect motivation to read and to be a good reader.

Reader recognition—Being recognized as a good reader can affect motivation to read.

Reader grades—Grades earned for reading can affect motivation to read.

Reading competition—Being a better reader than others can motivate reading and working at becoming an even better reader.

我要捐款

Donate Now
 
 
蒲公英乡村图书馆
 
 
过往项目