破除『無動力世代』行為學派、認知心理學與人本主義之理論分析－運用於表演藝術課程教學實務

Challenge the Unmotivated Generation-the Analysis of Behavioral Psychology, Cognitive Psychology, Humanistic Psychology and the Pedagogical Practices in Performing Arts

陳侶安

《舞蹈教育》 12期 (2014/09) Pp. 4-24

摘要

就教育心理學而言，動機是影響學習過程的重要因素，任何學習活動都有學習動機，否則學習無法產生。本文將探討行為學派、認知學派與人本主義學派之不同概念分析；如：行為學派認為學習動機是外控的，運用增強的原則來強化學習動機。認知學派強調，認知活動中個人對於成敗歸因影響個人成就行為是最重要的關鍵因素。人本主義者認為要運用高層次的動機來達到個體內在的卓越。研究者藉由上述各理論之探討來分析學生的學習心態，並善用不同技巧於教學中，結果發現，學生的學習動機確實得到提升，並能增進教學效能，達到有效教學。

關鍵字

學習動機 ； 行為主義學習理論 ； 認知學習論 ； 人本主義學習理論

並列摘要

In terms of educational psychology, motivation is an important factor affecting the learning process. Any learning activity has its motivation; otherwise, learning does not occur. This article will explore the various concepts of Behavioral Psychology, Cognitive Psychology and Humanistic Psychology. For instance, Behaviorist Psychology believes that motivation can be externally controlled and enhanced with the principle of reinforcement. Cognitive Psychology emphasizes that the key factor in cognitive activities is one's attributions for success and for failure, which affects one's achievement behaviors. Humanistic psychology believes in using high-level intrinsic motivation to achieve individual excellence. By exploring these three theories, the researcher analyzes students' learning attitudes and uses different teaching techniques in the performing arts classes. The results show that students' motivations were indeed raised, and this can also enhance the effectiveness of teaching and achieve effective teaching.

並列關鍵字

learning motivation ； behavioral learning theory ； cognitive learning theory ； humanistic psychology