本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Motivation
动机
From the first day we begin teaching, one of the most difficult and perplexing challenges we face is how to motivate our students.
从我们开始教学的第一天起，我们面临的最困难和最复杂的挑战之一就是如何激励我们的学生。
Or put a different way, what do we do to help our students become self-motivated? There's probably nothing I think about more as a teacher.
或者换一种方式，我们做什么来帮助我们的学生变得自我激励？作为一名教师，我可能没有想过更多。
So how do we inspire, encourage, and even implore our students to engage in what we hope will be the accomplishments and joys that the work of school has to offer? How do we design experiences that invite them to explore and create their own meaning of the things we want them to learn? We know academic success and achievement is rarely easy.
那么，我们如何激发，鼓励甚至恳请学生参与我们希望学校所提供的成就和乐趣的内容？我们如何设计经验，邀请他们探索并创造他们自己想要他们学习的东西的意义？我们知道学术上的成功和成就并不容易。
Deep and enduring learning is hard.
深度和持久的学习很难。
It often involves struggles, mistakes, confusion, and it requires persistent effort and engagement on the part of our students.
它通常涉及到斗争，错误，困惑，并且需要我们学生坚持不懈的努力和参与。
What makes our students persevere in the presence of that discomfort to achieve learning? Our challenges amplify because school isn't always intrinsically interesting or of obvious relevance to our students lives.
什么让我们的学生在存在这种不适合学习的情况下坚持下去？我们面临的挑战有所放大，因为学校并不总是本质上有趣或与我们的学生生活息息相关。
But their biggest challenge is that each learner is unique.
但他们最大的挑战是每个学习者都是独一无二的。
They come into our classrooms with an incredibly diverse array of hopes, dreams, fears, capabilities, experiences, problems, and ideas of themselves as learners that make each their own motivational puzzle.
他们来到我们的教室，以各种各样的希望，梦想，恐惧，能力，经验，问题和自己的想法作为学习者，让他们各自成为动机的难题。
This helps explain the emotional roller coaster that often characterizes teaching.
这有助于解释经常在教学上表现的情感过山车。
We revel in the exhilarating times when a child, or an entire class, glows in the excitement and discovery of learning.
我们欣赏令人兴奋的时代，当一个孩子或整个班级在兴奋和发现学习的过程中发光。
And then there are the days when a lesson falls flat or we head home pondering ways to reach a child who's disengaged or frustrated.
然后有一段时间，一堂课没跟上，或者我们正在回家的路上想方设法找到一个失散或沮丧的孩子。
In this session, we'll discuss some key findings emerging from the cognitive science research about what motivates students to learn.
在本次课程中，我们将讨论认知科学研究中关于激发学生学习的一些关键发现。
The literature is vast and complicated, so we won't cover it in an comprehensive way, but we do hope the insights we provide will be helpful in informing your own teaching practice.
文献广泛而复杂，因此我们不会全面地介绍它，但我们希望我们提供的见解将有助于告知您自己的教学实践。
Distinguishing between extrinsic and intrinsic forms of motivation is often problematic because they are inextricably linked and the difference is not always clear to the learner.
区分外在形式和内在形式的动机通常是有问题的，因为它们有着千丝万缕的联系，对于学习者来说差异并不总是很清楚。
No doubt there are external factors that motivate children in school.
毫无疑问，有些外部因素可以激励儿童上学。
Praise, grades, rewards, and personal relationships among them.
赞美，评分，奖励和他们之间的个人关系。
In fact, the initial motivational hooks or sparks for learning are frequently provided by important people in students' lives and other supportive outside influences.
事实上，重要人物经常为学生的生活和其他支持性的外部影响提供最初的动机吸引力或学习火花。
Likewise, praise and rewards can have their place in motivating students in positive ways, but we need to be careful about how they are deployed.
同样地，赞美和奖励可以以积极的方式激励学生，但我们需要小心他们如何部署。
We'll say more about that near the end of this session.
我们将在本次课程结束时再详细讲述。
That said, we do know that students tend to be more consistently and strongly motivated when the desire to learn comes from within, rather than from mostly external sources.
也就是说，我们确实知道，当学习的愿望来自内部时，学生倾向于更持续和强烈的动机，而不是来自大多数外部来源。【我学习就是内在的，具体是什么不清楚，但是只是知道自己要学习，不是为了外界的诱惑之类的】
What are some factors that help students become more intrinsically motivated? The motivational framework we'll discuss here focuses on personal self-determination and the need we all have to grow and be fulfilled.
有哪些因素可以帮助学生变得更有内在动机？我们在这里讨论的激励框架着重于个人自主决定和我们都需要成长和实现的需要。
At least four factors are involved.
至少涉及四个因素。
Competence, autonomy, relatedness, and purpose.
权限，自治，相关性，目的。
Let's talk briefly about each one.
让我们简单地谈谈每一个。
I love hearing in my classroom, I'm really getting better at solving equations, or now I can have a real conversation in Spanish.
我喜欢在我的课堂上听课，我真的在解决方程问题上做得更好，或者现在我可以用西班牙语进行真正的对话。
Our students need to believe that they are gaining competency in doing their school work.
我们的学生需要相信他们在学习中获得了胜任的能力。
They should see improved performance and have a meaningful sense that their efforts had a lot to do with their gains.
他们应该看到改进的表现，并且有一个有意义的感觉，即他们的努力与他们的收益有很大关系。
This involves not only helping kids develop the growth mindset, as we discussed before, but also getting feedback and instruction to be sure that their hard work and effort is effective.
这不仅涉及帮助孩子培养成长思维，正如我们之前讨论过的，还需要获得反馈和指导，以确保他们的努力工作和努力是有效的。
Research shows when students believe that their intellectual abilities can be developed, they are more likely to seek challenges, exert sustained effort, and learn from setbacks.
研究表明，当学生认为自己的智力能力得到发展，他们更有可能寻求挑战，持续努力并从挫折中学习。
In a later session we'll talk about ways to help our students become self-regulated learners and be thinking about ways to improve the quality of their efforts.
在稍后的课程中，我们将讨论如何帮助我们的学生成为自律型学习者并考虑如何提高他们的努力质量。
In other words, to do the stuff of learning.
换句话说，去做有关学习的事情。
Aligned with a developing sense of competency is the opportunity for our students to act in more independent ways.
我们的学生以更加独立的方式行事，这与我们的能力发展意识一致。
This means their sense of control is more internal and directed by them, rather than being too strongly influenced by others.
这意味着他们的控制感更加内在并由他们指导，而不是受到其他人太强烈的影响。
In other words, their growth as learners is increasingly under their control and these feelings of growing autonomy will foster a sense of agency and self-efficacy.
换句话说，他们作为学习者的成长越来越受他们控制，而这种自主性越来越强的感觉会培养出一种责任感和自我效能感。
Having our students think, I can do this by myself, is hopefully the outcome of the class environment we create that is feedback rich and fosters a sense of risk taking and exploration.
让我们的学生思考，我可以一个人做到这一点，希望我们创建的班级环境的结果是丰富的反馈，并培养冒险意识和探索。
In this sort of classroom, mistakes are embraced as learning opportunities and a student's first move after making a mistake is to ask, how can I learn from this? It's therefore important that this happens in a network of personal relationships that are supportive and encouraging.
在这样的课堂中，错误被认为是学习机会，学生犯错后的第一步是问，我怎么能从中学习呢？【是的我每次也都是这样想的】因此，在支持和鼓励个人关系的网络中发生这种情况非常重要。
This means scaffolding challenges in ways that students experience incremental success in the context of a growth oriented community where students and teachers work together and learn from each other.
这意味着脚手架挑战的方式是学生在面向增长的社区中学习，并在这些社区中学生和老师一起工作并互相学习。
Challenge with assurance typifies this sort of learning culture.
保证挑战是这种学习文化的典型代表。
In this classroom, it would not be uncommon to hear, this is going to be difficult, you will struggle, but we know that you will figure out how to do it.
在这个教室里，听到这种情况并不少见，这将会很困难，你会奋斗，但我们知道你会想出如何去做。
It goes almost without saying that students are motivated to devote more time and energy to those activities in which they expect to do well, especially if their success is due to their own effective effort that they are striving to improve.
几乎不用说，学生们愿意花更多的时间和精力去开展他们期望做得很好的活动，尤其是如果他们的成功是由于他们自己努力改进的有效努力的话。
We do want to acknowledge, however, that not all students feel at home in school and feel they readily fit in all the time.
然而，我们确实想要承认，并非所有学生在学校都有宾至如归的感觉，并且觉得他们随时都适合。
We therefore don't want to discount or underestimate the demotivating aspects of students feeling that they don't belong are not understood by their teachers or are considered different in their social and academic context.
因此，我们不希望低估或低估让学生觉得没有归属感的那些负面因素，比如他们的老师不理解他们，或者在他们的社会和学术背景下被认为是不同的。
Feelings of not belonging based on social interactions and societal messages having to do with race, socioeconomic class, gender, sexual orientation, immigration status, and other similar aspects of our identity can have an important defect on student motivation and performance.
基于社会交往的不归属感和社会信息与种族，社会经济阶层，性别，性取向，移民身份以及我们身份的其他类似方面有关，可能会对学生的学习动机和表现产生重大缺陷。
Working hard to create inclusive classrooms and school environments will be essential for all students to thrive and be motivated to succeed.
努力创造包容性的课堂和学校环境对于所有学生成长和成功的动机至关重要。
Finally, the last factor we'll discuss that can influence motivation is a sense of purpose.
最后，我们将讨论的影响动机的最后一个因素是目标感。
This can be a huge motivator for young learners.
这对于年轻的学习者来说可能是一个巨大的动力。
Helping them see their relevance of what they are learning and it's meaning in a larger personal context can powerfully influence their willingness to engage in academic tasks.
帮助他们看到他们正在学习的内容以及它在更大的个人情境中的意义可以有力地影响他们从事学术任务的意愿。
Again, research has demonstrated that something as simple as pausing periodically to have students ponder how what they are studying might have relevance for their future lives can significantly influence their subsequent performance.
再一次，研究表明，像定期暂停让学生思考他们正在研究的内容有哪些可能与其未来生活有关，这样的行动可能会显着影响他们的后续表现。
Now what about the role of rewards and praise in motivating young learners? This is not the time to review this extensive and complicated research, but what we do need to include are some observations as part of our discussion about student motivation.
现在奖励和赞扬在激励年轻学习者方面的作用如何？现在还不是审查这一广泛而复杂的研究的时候，但我们确实需要包括一些观察，作为我们讨论学生动机的一部分。
Let's start with rewards.
让我们从奖励开始。
The first observation is that rewards can have both positive and negative effects on student motivation and performance.
第一个观察结果是，奖励对学生的学习动机和表现有正面和负面的影响。【负面影响大概就是导致为了奖励而学习的功利性养成了？】
Rewards can definitely improve performance in the short-term, but the problem comes when they go away.
奖励当然可以在短期内提高绩效，但是当他们离开时，问题就来了。
Will a student being rewarded continue the desired behavior once the reward is no longer given? In other words, will the motivation for the desired behavior become internalized? If not, reversion to the prior not so desired behavior may happen.
一旦不再给予奖励，学生是否会继续获得奖励的行为？换句话说，期望行为的动机会被内化吗？如果不是，则可能会发生以前不那么期望的行为。
Worse, rewards can actually decrease motivation.
更糟的是，奖励实际上可以减少动机。
This is especially the case for tasks that learners initially like and find intrinsically interesting and the rewards are known ahead of time.
对于学习者最初喜欢并发现有趣的任务以及奖励早已知晓的任务来说尤其如此。
Feeling controlled, coerced, or manipulated is part of the reason young learners find rewards demotivating under these conditions.
感觉受到控制，强迫或操纵是年轻学习者在这些情况下发现奖励失去作用的原因之一。
However, this isn't necessarily the case for dull tasks.
然而，这对于沉闷的任务并不一定是这种情况。
A rule of thumb about rewards is not to use them if you can find an alternative.
关于奖励的经验法则是，如果您能找到替代方案，则不要使用它们。
This means thinking of ways to motivate learners more intrinsically as we previously discussed.
这意味着如前面所讨论的那样思考如何激发学习者的内在性。
If you must use rewards, do so for a limited time and for very specific reasons with the endgame in mind.
如果您必须使用奖励，请在有限的时间内完成此事，并考虑到残局的具体原因。
What's the plan when the rewards cease? And now what about praise? Praise is usually distinguished from rewards because most rewards are known ahead of time and therefore expected.
奖励停止时的计划是什么？那么现在赞美呢？赞美通常区别于奖励，因为大多数奖励都是提前知晓的，因此也是预期的。
In addition, rewards usually don't impart much information to the learner, but praise often does.
此外，奖励通常不会向学习者传递很多信息，但赞美常常会。
What are some tips about providing effective praise? It needs to be sincere and earned.
关于提供有效赞誉的一些提示是什么？它需要真诚和赢得。
Dishonest and unearned praise is immediately detected by most young learners and can send a variety of unfortunate messages.
不诚实和不敬的赞美立即被大多数年轻的学习者发现，并且可以发送各种不幸的消息。
By praising substandard or mediocre work with all good intentions to boost the motivation and confidence of a student, it can send just the opposite message and backfire in terms of impact.
通过赞扬不合标准或平庸的工作，并以良好的意图提升学生的动力和信心，它可以发出相反的信息，并在影响方面发生适得其反。【有时候明明做的不好还要夸奖就过头了】
Insincere praise can be interpreted as you tried hard and while it's not that good, for you it is.
不诚实的赞美可以被解读为，虽然它不是那么好但你毕竟努力过了，对你而言是这样。
Being honest in a way the student can respond to productively is always better.
以一种诚实的方式，学生可以有效地做出回应总是会更好。
It just needs to be couched in a supportive way so the student can hear it and respond with opportunities to improve.
它只需要以一种支持性的方式来表达，这样学生就可以听到它并作出反应并有机会改进。
Brianna, your first paragraph would be even better with a specific quote.
布里安纳，你的第一段如果有个特殊的引用会更具体一些。
Praise that is intended or interpreted to be controlling is always potentially problematic.
表达或解释为控制的赞美始终是潜在的问题。
Saying something like, great job, Tina, you revised that essay just like I wanted you to, is praise worthy but sends an external locus of control message, do as I say.
说一些像这样的话：Tina，你做的很好，你修改了这篇文章，就像我想要你修改的一样，是值得赞扬的，但却发出了一个外部的控制信息，正如我所说的那样。
It's better to provide informational praise whenever possible.
尽可能提供有信息的赞美。
Terrific work, Jamaal, your revision provided much better supporting evidence.
了不起的工作，贾马尔，你的修改提供了更好的佐证。
Finally, praise should emphasize process and not ability.
最后，赞美应该强调过程而不是能力。
Saying to a student, you're such a good science student can boost confidence and be motivational in the short run, but it can reinforce a fixed mindset in terms of ability being the primary reason for high performance.
对一个学生说，你是一名优秀的理科学生，可以在短期内增强自信并激励他们，但是它可以强化固定的能力是高绩效的主要原因。
This may mean that when a student encounters difficultly later, a fixed or ability focused mindset can cause problems in terms of how they respond as we discussed previously.
这可能意味着，如果学生以后遇到困难，固定或注重能力的思维方式可能会影响他们如何回应问题，正如我们之前所讨论的。
Instead, it's better to say something like, you did such a good job on that science project, you must've worked hard at carefully collecting that data.
相反，最好是说一些类似的东西，你在这个科学项目上做得很好，你一定是努力仔细收集了这些数据。
This emphasizes that it's the student effective effort that has caused the good results.
这强调，这是学生有效的努力造成了良好的结果。
Motivating the students in our classes will always be a challenge.
激励我们班的学生永远是一个挑战。
It takes knowing students well and developing a relationship with them that is supportive while encouraging them to meet high standards and challenging themselves.
它需要了解学生，并与他们建立起支持的关系，同时鼓励他们达到高标准并挑战自己。
It also means that students need to meaningfully feel that we believe in them to succeed and keep growing and getting better.
这也意味着学生需要有意义地感受到我们相信他们能够成功并保持成长和变得更好。
Experiences that help them feel more competent and independent, as well as helping them see the purpose and meaning of what we ask them to do, will go a long way to develop in them an internally driven motivation.
帮助他们感觉更有能力和独立的经验，以及帮助他们了解我们要求他们做什么的目的和意义的经验，将会大大促进他们发展内部驱动的动力。
In this way, our students will be on their way to deeper engagement and fuller involvement with directing their own learning in meaningful ways.
通过这种方式，我们的学生将以更有意义的方式进行更深入的参与和更充分的参与，以指导他们自己的学习。
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