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1、外文资料原文TowardtheEthicalMotivationofLearningSwanson,RichardL；Source:EducationYear:1995Vol.Fall1995NosEthicsandMotivationFromanethicalstandpoint,positiverewardsaretoomanipulativeandpunishmentistoocoercive.Infact,neitherpunishment,norpositiverewardshaveanyr
2、ealethicaljustificationintheclassroom.atisnottosaytheyshouldneverbeused.Theycanbeaverypracticaltoolforshorttermchange.However,theyarecounterproductivetolongtermintrinsicmotivationandtheyboth,ultimately,arebasedoncoercion,eitherdirectorindirect.Studentsu
3、nderstand,atabasiclevel,thenatureofthecoercionandincase,rewardorpunishment,dotheyinternalizethebehaviorastheirown.Thecoercioncausesthestudenttoattributehisorherbehaviortooutsidefactors.Theyseethemselvesasdoingthingsfortherewardortoavoidthepunishment.The
4、behaviorcan'tbeseenasdrivenfromwithin.Thestudentcannotattributethebehaviortohisorherownchoicebutrathertofactorsoutsidethemselves.Bothpunishmentandpositiverewardsareexternalpressurestoconform.Assuch,theyarenotmodelsformotivationthatareconsistentwithdevel
5、opingintrinsicmotivation.Ethically,theprofessionaleducator'staskistopromoteinquiryandtheloveoflearning.Thatistheheartofthejob.Hence,expedienttoolsthatruncountertothisgoalethicallyaren'tthepreferredtools.TheAlternativeWhatisneededinsteadisanethicalclassr
6、oom,aplacewheretheresponsibilitiesareplacedonthestudent,wheretheoptionsareclear,andtheconsequencesarebasedonthebehaviororlackthereofofthestudent,aplacewhereteachersmodellearningandmakedemands.Whenallthingsareconsidered,theteacheristryingtoencouragestude
7、ntstomakeconscious,reasoneddecisionsbasedonanunderstandingofthesituationanditsconsequences.Realitytherapy,reallifeconsequencesareconsistentwithanethicalclassroom,nottheartificialclassroommotivationalstructurebasedapositive,feelgoodrewards,noronesbasedon
8、punishment.Themotivationalelementsoftheethicalclassroommustnotcreatemassivenegativeemotionatmaskslearning,normusttheyjustencourageeffortforthesakeofshorttermreward.Insteadwhatitmustdoisfosterintrinsicmotivation,personaldecisionma
