教师在促进主动学习课堂的情境兴趣中的作用外文翻译资料

教师在促进主动学习课堂的情境兴趣中的作用

摘要：本文首先总结了以往学界对情境兴趣的相关研究，认为在教师的特点对学生情境兴趣的影响方面存在一定的研究缺失。因此，笔者基于此进行调查，发现教师在学科领域的专业知识，对学生的社会关心，和他或她在调和学生方面的能力，他们理解教材的方式等使学生持有更高水平的情境兴趣，因而得出教师对提高学生的主动学习课堂的情境兴趣起到立竿见影的作用的结论。这对我研究初中生思想品德课学习兴趣策略有一定的借鉴意义。

关键词：情境兴趣； 教师特点； 自主学习；作用

1、简介

情境兴趣已被描绘成一个强大的教育结构，因为这种类型的兴趣，不像被认为是稳定的倾向的个体兴趣，它是可以通过教学材料进行操作，而在教育者的直接控制下更多或更少（Hidi amp; Renninger，2006）。Hidi和Renninger定义情境兴趣为“集中注意力和受环境的刺激而引发的，或持久或短暂的情感反应”（P113）。例如，有研究表明，刺激如：拼图、具有挑战性的任务、有序的文本，或者简单为学生提供学习方式和学习内容的机会，提高情境兴趣，通常表现为直接的情感反应，注意力集中，和学习水平的提高（Hidi，1990；Hidi amp; Renninger，2006；Mitchell，1992)。

事实上，已经有一些提及教材是如何影响学生的情境兴趣的教育文献综述。例如，Schraw，Flowerday和Lehman（2001）提出有三种提高课堂情境兴趣的一般方法。他们是，提供给学生学什么和怎样学的有意义的选择；选择有序的、层次分明的、生动的文本提高兴趣；提供充分了解一个主题所需的必要的相关背景知识。此外，他们还强调，鼓励学生成为积极的学习者（通过预测或总结他们已经知道什么，想知道什么，和已经学过什么的方式）可以增加情境兴趣。在Bergin（1999）的关于影响课堂兴趣的因素的类似的研究中，他认为，教学方面如实践活动，差异（也就是说，面对学生有误解，他们的持有），新奇的学习的刺激，通过小组工作方式的社会互动，建模专家，用游戏和拼图（参见Mitchell，1992； Schoenfeld，1989），幽默，和叙事（通过讲故事吸引兴趣）可以提高学生的情境兴趣。

这些结论提供关于如何使用教材增加使学生感兴趣的情境的可能性的建议。然而，在讨论中关于是教师的个人特征对提高学生的情境兴趣可能产生的影响方面存在很大的缺失。例如，无论是教师的特点，如教师在学科领域的专业知识，对学生的社会关心，和他或她在调和学生方面的能力，他们理解教材的方式等对学生的情境兴趣有一个直接的影响，还没有被广泛研究。自从感兴趣的研究人员强调教师一般对学生的情境兴趣和兴趣发展的潜在影响以来，这是令人惊讶的(Bergin，1999；Hidi，2006；Mitchell，1992；Schraw等，2001)。

据 Hidi和Renninger（2006）在他们的兴趣发展的四阶段模型的最初的两个阶段（即情境兴趣的触发和维持）中提到的教师影响学生的兴趣的特别之处。Sloboda和Davidson（1995，Hidi amp; Renninger，2006）报道了一项研究的发现，指出学习音乐的学生坚持她们的教师最重要的特征是要能够很好地沟通（即要是友好的，令人鼓舞的，健谈的）并能传递他们对音乐的热爱。在Hidi和Renninger的第二项研究中提到Long和Murphy（2005）发现：老师对学科主题的兴趣在一定程度上关系到学生在课堂上的学科兴趣（另见Long，2003）。虽然这些研究描述的更接近于教师的特点，如教师自身对于学科的兴趣和激情以及他们能很好的沟通或友好的能力等的影响，这些结论似乎更关系到学生的稳定和持久的个人或话题兴趣而不是他们的情境兴趣。然而，在本研究中，我们特别有兴趣的是在该范围内人际交往和认知型教师的特点是如何影响学生的情境兴趣水平的。如果我们能够找出这样的影响力，这将揭示，是否可以做得更多以增加学生在课堂上的情境兴趣，不只是提供刺激的教材，同时也可以通过选择（也可能是培训）拥有鲜明的教学特色的教师以提高情境兴趣。

在我们的例子中，教室是一个积极的学习，基于问题的课堂，其特点是：（1）真实的学习任务，（2）协作学习，（3）教师的有限的直接指令，以及（4）自发的个人学习活动 （Schmidt，Van der Molen，Te Winkel，amp; Wijnen，2009）。在这样一个基于问题的学习（PBL）环境中，教师承担了更少的主导作用，在这个意义上，他们不发布直接指令，而是通过对话和质疑引导学生（Barrows，1985）。在PBL中第一个问题是——老师是次要的，往往担任的是学生的学习的推动者，而不是一个信息发送者。一个问题通常是对于一组的现象或者是一个在理论的条款上需要加以解释的事件或基本原则的描述。学生针对一个问题在团队中协同工作，并提出了一个初步的解释和假设，也可能会提供一个问题的答案。随后，学生们致力于自主学习以获得关于在研究的问题的知识。然后学生们分享他们在自学过程中获得了的见解，在老师的帮助下合成信息，并阐述了他们的发现。在PBL中，教师的目标是创建一个有益的和友好的学习的环境以鼓励大家参与讨论，并分享他或她的知识。有时，老师也通过提供简短的和准确的解释或提出问题参与小组讨论以检验学生是否在自学的过程中真正掌握了所需的知识。如果是这样的情况下，那课堂将会继续并开始解决随后的问题。

在过去的40年里，PBL已被采纳为教学方法在世界各地和宽范围的学科领域。例如，在美国，澳大利亚，欧洲和亚洲的许多医学院校都使用PBL作为他们的教学方法（Antepohl amp; Herzig，1999； Khoo，2003；Sanson-Fisher amp; Lynagh， 2005；Schmidt等，2009；Tiwari，Lai， So， amp; Yuen，2006）。此外，PBL已经在其他许多学科被采取，如工程（Dahlgren amp; Dahlgren，2002），心理学（Reynolds，1997），经济学和商业学（Gijselaers等，1995)，法律（Moust amp; Nuy，1987）和生物学（Kendler amp; Grove，2004）。

据PBL的研究结果表明，某些教师的特点是特别有利于学生学习的。三个不同的教师的特点已经确定会影响学生的学习有效性和成绩：（1）社会一致性；（2）学科的专业知识，以及（3）认知一致性（De Grave，Dolmans，amp; van der Vleuten，1999；Grave，Dolmans，amp; Vleuten，1998；Lockspeiser，Orsquo;Sullivan，Teherani，amp; Muller，2008；Moust，1993；Schmidt amp; Moust，1995，2000；Solomon amp; Crowe，2001）。

社会一致性是指教师的个人兴趣或关心他/她的学生(Grave等，1998；Schmidt amp; Moust，2000）。遇到一个社会一致性的教师的学生一般不会害怕告诉他或她，如果他们有不明白的东西；他们通常会更加努力，不怕犯错误。我们假设这个更强的社会环境是由一个社会一致性的教师创造的，教师与学生之间相互尊重，会对学生在课堂上的情境兴趣产生积极的影响。

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The role of teachers in facilitating situational interest in an active-learning classroom

Jerome I. Rotgans ^a,*, Henk G. Schmidt ^b

1、Introduction

Situational interest has been portrayed as a powerful educational construct because this type of interest-unlike individual interest, which is considered a stable predisposition-can be manipulated by instructional materials and is thus more or less under the direct control of educators (Hidi amp; Renninger, 2006). Hidi and Renninger defined situational interest as “focused attention and an affective reaction that is triggered in the moment by environmental stimuli, which may or may not last over time”(p. 113). For instance, research has shown that stimuli such as puzzles, challenging tasks, well-organized texts, or simply providing students with choices in the way they learn and what they learn, increase situational interest, which typically manifest itself as a direct affective response, focused attention, and increased levels of learning (Hidi, 1990; Hidi amp; Renninger, 2006; Mitchell,1992).

Indeed, there have been several comprehensive reviews in the educational literature that suggest how instructional materials influence studentsrsquo; situational interest. For instance, Schraw, Flowerday, and Lehman (2001) suggest that there are three general ways to increase situational interest in the classroom. That is, providing meaningful choices to students in what and how they study; selecting well-organized, structured, and vivid texts that promote interest; and providing relevant background knowledge needed to fully understand a topic. In addition, they stress that encouraging students to be active learners (by means of predicting or summarizing what they already know, want to know, and have learned) can increase situational interest. In a similar review by Bergin (1999) on the factors influencing classroom interest, he suggests that instructional aspects such as hands-on activities, discrepancy(i.e., confronting students with a misconception they hold), novelty of learning stimuli, social interaction by means of group work, modeling experts, using games and puzzles (see also Mitchell,1992; Schoenfeld, 1989), humor, and narrative (attracting interest through telling a story) can increase studentsrsquo; situational interest.

These accounts provide suggestions on how instructional materials can be used to increase the possibility of studentsrsquo; becoming situationally interested. However, largely missing in the discussion are the possible effects of teachersrsquo; personal characteristics on increasing studentsrsquo; situational interest. For instance,whether teacher characteristics-such as a teacherrsquo;s expertise in a subject domain, social concern for the students, and his or her ability to “tune in” to the students and discuss educational materials in a way they understand-have a direct influence on studentsrsquo; situational interest has not been studied extensively. This is surprising since interest researchers have stressed the potential influence teachers have on studentsrsquo; situational interest and interest development in general(Bergin,1999; Hidi, 2006; Mitchell,1992; Schraw et al., 2001).

According to Hidi and Renninger (2006) teachers influence studentsrsquo; interest in particular during the initial two phases in their four-phase model of interest development (i.e. when situational interest is triggered and maintained). Sloboda and Davidson (1995, in Hidiamp; Renninger, 2006) reported findings of a study that indicates that for music students to persevere the most important characteristics of their teachers were to be able to communicate well (i.e., being friendly, encouraging, talkative) and to pass on their love for music. In a second study Hidi and Renninger referred to Long and Murphy (2005), who found that a teacherrsquo;s interest in the subject matter was to some degree related to studentsrsquo; subject interest in the classroom (see also Long, 2003). Although these studies come close to describing the influence of teacher characteristics, such as the teacherrsquo;s own interest in or passion for the subject and their ability to communicate well or be friendly, these accounts seem more related to studentsrsquo; stable and enduring individual or topic interest rather than to their situational interest. With the present study we were,however, particularly interested in the extent to which interpersonal and cognitive teacher characteristics influenced the level of studentsrsquo; situational interest. If we were able to demonstrate such influence, this would reveal whether more could be done to increase studentsrsquo; situational interest in the classroom-not only by providing stimulating instructional materials, but also by selecting (and possibly training) teachers who have distinct teaching characteristics that are conducive to increasing situational interest.

In our case, the classroom was an active-learning, problem-based classroom, which is characterized by (1) authentic learning tasks, (2) collaborative learning, (3) limited direct instruction from teachers, and (4) self-initiated individual learning activities (Schmidt, Van der Molen, Te Winkel, amp; Wijnen, 2009). In such a problem-based learning (PBL) environment teaches assume a less dominant role in the sense that they do not engage in direct instruction, but guide the students through conversation and questioning (Barrows, 1985). In PBL the problem comes first-the teacher is secondary and is often characterized as a facilitator of student learning rather than an information transmitter. A problem is usually a description of a set of phenomena or events that need to be explained in terms of a theory or an underlying principle. Students work collaboratively in teams on the problems and come up with tentative explanations and hypotheses that may provide an answer to the problem. Subsequently, students engage in self-study to acquire knowledge about the problem at h

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