向道德學習動機Toward the Ethical Motivation of Learning-畢業(yè)論文外文翻譯

外資原向德習機TowardtheEthicalMotivationL；Source:EducationYear:19951995thicsandMotivationromstandpoint,positiverewardsaretoocoercive.Infact,norpositiveanyethicalinclassroom.atissaytheyshouldused.Theybeapracticalshorttermchange.However,totermintrinsicandtheyboth,ultimately,arebasedonorindirect.atalevel,theofinordointernalizetheasown.causesattributehisorfactors.themselvesasdoingthingsfortheoravoidThebehaviorbeseendrivenfromwithin.ThecannottohisAssuch,theyforareintrinsicmotivation.Ethically,theprofessionaleducator'staskispromoteinquirytheloveofofthejob.expedienttoolsthisgoalethicallyaren'tpreferredtools.Alternativeneededinsteadethicalclassroom,wheretheareplacedtheareandtheconsequencesbasedonbehaviororlackofamodellearninganddemands.thingsaretheteachertryingstudentsconscious,decisionsbasedanofsituationanditsRealitylifeconsequencesconsistentanclassroom,nottheclassroommotivationalagoodrewards,noronesThemotivationalelementsofclassroommustnotlearning,norjusteffortfortheoftermreward.Insteadwhatitmustisintrinsicmotivation,decisionfocusexpectations.Theoftheexpectations,Whentheconsequencesmustexplainedlogicallyfromtheofthetransgression.Dialogueiscritical,andthepointofadministeringmusttheconsequencesareandandMotivationintheemphasisanyethicalonstandards,principalsofconduct,andbackstandards(Kohlberg,1972)book,Republic",notesintelligenceneededtorecognizefromharmfulactions,butrecognizingthatmaytoothechild;wepreparedthehabitofhasitright.Motivationintheethicalmustbestructuredtomaximizetousereasonedjudgmentssociallygoodcan'tthemakingthetransitioninstantaneously.Sointheinterim,theteacherintheethicalmusttheenvironmentsoitandethicalattitudesandtheusedlimitarepositive,whileallowingthetothemselvesasthelocusofforactions.adults,thetopositivestandardsuponthestudents.Theymustethicalandeffectivebehaviorsthroughexample,whilethesamecontinualeffortgettotakeoverthetaskthemselves.Theofournation'syouthcannotorfacilitators.mustmoralleaders,Theymustactrolenotpal.Motivationalstrategiesmustforthestudent,enoughandlimitthe’wsufficientopportunitythetheirownmotivation.impliesofstarts,failedontothewithknowledgethemayit.coupledthattheunderstandorownmotivationsthereasoningbehindthethatareimposedthem.classroombesothatthebecomesasquicklycapablemakingethicaldecisionstheirown.useofpositiverewardanddoesfitthisschema.Logicalconsequences,explanationsofconsequencesoptions,realwithfit.impliesalotofontheofthestunts.arethrownthedecisionwhenevertheethicalshouldbeheldaccountablefortheiractionsandthathavetheconsequencesoftheirmistakessquareon,aswell.mustbeattemptandfail,fact,willfail,iftheyareusetheoffailurecanarealpartoftheclassroom,asitisinlife.Thisitextremelyimportantbestructuredtobemustiftobedecisionsandconsequencesofdecisions,positiveornegative.Amustnotsuchifalone,withoutvalidationandgenuinefromthethataretheshow.Byandsupportwedonot,byanyfeelingfortheormakingpermissiveorexcusesforbehavior.Wevaluingthethereforthestudentandwhenordealstheconsequencesofinevitablefailures,cator'sincludesappreciationrecognitioneffortshavetherightchoices.shouldnotbeleftown,eitherwhenthey'vemadetherightdecisions,ortheones.Theirtouptososeethemneedtheirworldandvalidatespositivechoices,expectthemtomakechoices.Thatwhatmeantbysupport,doting,fawningorexcuses.theelementsoftheethicalexpectations,consequenceslogicallyfromlotsexplanationandanofcaringthatmakestheexcellencewithoutfeelingtheneedtohimselforistheoptionand外資譯向德習機倫和機看積,還是積極獎勵都它們可,在基報或,因為我們自己更愿意在外因,都此,所以他們不是模型發(fā)展動力而是一致職,適,是為達到這的而選性也不是那些