独立研究分析导论 [2]
论文作者:www.51lunwen.org论文属性:议论文 Argument Essay登出时间:2016-01-23编辑:kittytwin点击率:7842
论文字数:1132论文编号:org201601182110049503语种:英语 English地区:瑞典价格:免费论文
关键词:innovative incentives创新激励机制Methodology方法论work有效性
摘要:本文调查了是什么激发学生的学习,讲述了义务学习阶段中的创新激励机制。并评价这些创新激励机制是否有效。提供了文献综述和方法论。
y the individual wants of a student. This motivation can only be influenced by the teacher in an indirect way. Student sees the need to learn with possible effects on the life situations of themselves and extrinsic motivation: as soon as external stimuli come into play, the learning behaviour is determined by extrinsic motivation. Extrinsic learning goals cover graduation, certification, securing the own employment and career prospects, or gathering status symbols.
There are many different sources of motivation for students to learn. These sources that I have found out during the research that I have carried out are as follows:-
Family
Employment
Certification
Incentives
Many students that filled in the questionnaires during the research project have cited their family as a motivational factor in wanting to learn. This intrinsic motivation is heavily influenced by expectations from family members such as parents, siblings, partners and children to learn and gain relevant qualifications and therefore increasing their self confidence and status.
PUT IN PERCENTAGE percent of students questioned cited that getting qualified in a chosen profession was their main motivational factor. This low percentage could be down to the fact that within Britain and in particular the South Wales Valleys due to the current economic climate is in recession and the job cuts means that students are not motivated to learn as the jobs are not available out their even if they get qualified.
Overwhelmingly, the highest percentage PUT IN PERCENATGE of students main motivational factor in wanting to carry on learning within the post compulsory sector is the cash incentives that they receive from continuing with their education.
义务教育中的激励机制是什么?——What are the incentives within Post-Compulsory Education?
There are many different incentives within post compulsory education to retain the students within education.
The Educational Maintenance Allowance (EMA) is a discretionary financial award that was developed to support young people from low-income households who undertake full-time courses in Further Education (FE).
激励机制有效吗?——Do incentives work?
The
strategy employed of monitoring and evaluating the effectiveness of the EMA on student participation and retention has been very useful, in that it has demonstrated that there has been a quantifiable improvement in both participation and retention within the Post Compulsory education sector most notably within further education colleges, which qualitative data suggests could be attributable to the introduction of the EMA.
The majority of EMA students that I interviewed did not believe that the EMA had effected their decision to attend the Leavers department after Year 11. Interview data suggests that many were unaware of the EMA before starting within the Leavers department, or that they would have gone into post 16 education regardless of any financial incentive.
However, despite the lack of influence of the EMA on initial participation in the post compulsory education, many of the EMA students interviewed believed that the EMA (requiring full attendance to rece
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