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1、外文资料原文向道德学习动机TowardtheEthicalMotivationofLearningSwanson,RichardL；Source:EducationYear:1995Vol.Fall1995NosEthicsandMotivationFromanethicalstandpoint,positiverewardsaretoomanipulativeandpunishmentistoocoercive.Infact,neitherpunishment,norpositiverewardshaveanyrealethicaljustificationin
2、theclassroom.atisnottosaytheyshouldneverbeused.Theycanbeaverypracticaltoolforshorttermchange.However,theyarecounterproductivetolongtermintrinsicmotivationandtheyboth,ultimately,arebasedoncoercion,eitherdirectorindirect.Studentsunderstand,atabasiclevel,thenatureofthecoercionandincase,r
3、ewardorpunishment,dotheyinternalizethebehaviorastheirown.Thecoercioncausesthestudenttoattributehisorherbehaviortooutsidefactors.Theyseethemselvesasdoingthingsfortherewardortoavoidthepunishment.Thebehaviorcan'tbeseenasdrivenfromwithin.Thestudentcannotattributethebehaviortohisorherownch
4、oicebutrathertofactorsoutsidethemselves.Bothpunishmentandpositiverewardsareexternalpressurestoconform.Assuch,theyarenotmodelsformotivationthatareconsistentwithdevelopingintrinsicmotivation.Ethically,theprofessionaleducator'staskistopromoteinquiryandtheloveoflearning.Thatistheheartofth
5、ejob.Hence,expedienttoolsthatruncountertothisgoalethicallyaren'tthepreferredtools.TheAlternativeWhatisneededinsteadisanethicalclassroom,aplacewheretheresponsibilitiesareplacedonthestudent,wheretheoptionsareclear,andtheconsequencesarebasedonthebehaviororlackthereofofthestudent,aplacewh
6、ereteachersmodellearningandmakedemands.Whenallthingsareconsidered,theteacheristryingtoencouragestudentstomakeconscious,reasoneddecisionsbasedonanunderstandingofthesituationanditsconsequences.Realitytherapy,reallifeconsequencesareconsistentwithanethicalclassroom,nottheartificialclassro
7、ommotivationalstructurebasedapositive,feelgoodrewards,noronesbasedonpunishment.Themotivationalelementsoftheethicalclassroommustnotcreatemassivenegativeemotionatmaskslearning,normusttheyjustencourageeffortforthesakeofshorttermreward.Insteadwhatitmustdoisfosterintrinsicmotivation,person
8、aldec
