学习动机翻译
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一般来说,学习动机愈强则学习动力愈强,但二者并不能同义而语。学习动力作为直接推动学习者进行学习活动的力量,有内部学习动力和外部学习动力之分。学习动机则是一种内部学习动力。调查表明,过半数的学生对学习感到力不从心,近半数的学生也有时力不从心,让人担忧。而且71%的学生在课外时间都将主要精力放在“各种活动和交往”上,这与其动力来源不谋而合,也是为了“适应将来工作岗位的需要”。因此,这类学生学习动力不稳定,受学习目标、学习兴趣影响较大,学习行为多变,表现为“三分钟”热度,学习没有顽强拼搏的毅力,意志力差,遇到困难就退缩,学习行为也易受外界的影响和左右,学习成绩忽高忽低。 Generally speaking, the stronger the learning motivation, the stronger the learning power, but the two cannot be confused. Learning motivation which is the force to directly promote learners to learn the power of activity, can be divided into internal learning motivation and external learning motivation; while learning motivation is an internal learning power. According to a survey, more than half of the students have difficulty in learning, nearly half of the students also feel powerless sometimes, which is worrying. And 71 percentage of the students spend most of their spare time on "all kinds of activities and interactions”, and this not only coincides with the source of their motivation, but also a must to" meet the needs of the jobs in the future.” Therefore, this kind of students’ learning motivation is not stable. They are greatly influenced by learning objectives and learning interest so that their learning behavior is changeful, which are characterized by "three minutes heat", with poor perseverance and will power. They often withdraws when the going gets tough and their learning behavior is also easily influenced by the outside world and their academic performance fluctuates. 学习上的成就动机主要指学习者在学习中力求成功,追求成功所带来的自豪感,追求学习所带来的对于好奇心和求知欲的满足感,以此为动力来推动学习"对于一部分中职生,为了做一名高级技工或工程师，为了成为一名大学生,他们在努力完成必需的学习任务基础上,己经开始做某些必要的专业准备"正是这些成就动机促使他们学习成绩优良,在业余时间从事一些专业所必需的训练活动。 Achievement motivation in learning mainly refers to the pride which learners feel in the process of pursing success and the satisfaction of thirst for knowledge as well as curiosity. And this act as a driving force to promote learning. Some secondary vocational school students go to college because they want to be senior technicians or engineers. Apart from trying to finish their requisite learning tasks, they have begun to make some necessary preparations. It is these achievement motivations that urge them to study hard and engage in some training activities required in their spare time. 在中职教育中,长时间成绩低下的学生,被批评或忽视,心理压抑,常常对自己的学习能力表示怀疑,逐渐产生自卑感。调查表明,64.37%的学生都具有焦虑紧张,怕测试考核,情绪惶恐多思、抑郁沉闷等不良学习情绪;52.65%在思考问题的同时情绪紧张,常担心被教师喊到回答问题。这类学生缺乏自尊心,自信心,自卑感较重。他们一般对老师和家长的态度比较敏感,受到一点批评和挫折后就觉得自己天生不是学习的材料,久而久之,导致“破罐子破摔”的心态,没有远大的理想和抱负,也不羡慕学习好的同学,自然也就丧失了获得学习成就感的信念。 In secondary vocational education, those students who have poor academic performance for a long time are usually criticized or neglected and psychological depressed. They often have doubt about their learning ability and gradually develop a sense of inferiority. Surveys show that 64.37 percentage of students have unhealthy emotions: worried and nervous, fearing examinations; fearful, depressive and oppressive etc. 52.65 percentage of students are quite tense when thinking, worrying that they might be called to answer questions by the teacher. These students lack self-esteem, self-confidence, and they are self-contemptuous. These students usually are more sensitive towards teachers’and parents’ attitudes, and tend to think that they are not talented for learning when facing frustration or criticizes. Gradually, they become desperate about their study, neither having lofty dreams and ambitions, nor admiring students who have better academic performance. It’s naturally that they loss the belief to achieve the sense of learning achievement. 职校的在校生,年龄一般在14一16岁之间,他们在心理的发展上,缺乏自控力,容易出现逆反和对抗心理,而且相当一部分学生都是人们所谓的“差生”。有关调查显示,大部分中职学生在以前的学习生活中经常受到周围人不公平的言语或行为对待以及贬抑性评价,自卑心理严重。再加上自己毅力不强、意志薄弱等原因,没有生活目标与前进方向。一个对待学习有厌倦情绪,学习意志薄弱的学生,很难想象他会有强烈的学习动机。 此外,一个对所学专业不感兴趣,对未来抱有消极态度的学生,也不会有强烈的学习动机。中等职业教育担负着培养与社会主义现代化建设要求相适应,德、智、体、美、劳全面发展,具有综合职业能力,在生产、服务、技术、管理一线工作的,身心健康的高素质劳动力和中初级专业技术人才的重要功能。通过前面的调查发现,中职生大多存在缺乏学习动机的问题,他们己成为基础教育中经常被忽视甚至被歧视的弱势群体,因此,如何将这一群体转变为社会的有用之材,是职业教育工作者应尽的义务。 Students at vocational schools are normally aged from 14 to 16. They are lack of self-control in mental development, more easily to be antagonistic, and quite a few of these students are regarded as“bad students”. Surveys show that most secondary vocational school students are seriously self-inferior, duing to frequent unfair treats or appraisements from others before. It’s hard to imagine that a student who is tired of learning and lack of will to learn can have a strong learning motivation. Besides, a student cannot have strong learning motivation if he is not interested in his major and 本文来源：https://www.wddqw.com/doc/41e39d0bac45b307e87101f69e3143323968f5e7.html