Assignment First

本篇美国论文代写-课堂反馈对学生动机的影响讲了课堂设置的目的是为学生提供全面的教育。老师们用不同的方法来改进学生的学习过程。学生的知识、技能、行为、态度等都是在课堂环境中形成的(Anderson, 1990)。反馈系统是学生学习过程中非常重要的一部分,老师会根据学生学到了什么以及学得如何来评估他们。教师的反馈是一个关键的部分,因为它可以激励。关于学生学习动机的理论主要集中在不同的方面,如行为动机和认知动机。此外,动机也被广泛地分为内在动机和外在动机。外部动机是直接的外部因素,如反馈的积极语气、积极提及、奖励等。本篇美国论文代写文章由美国第一论文 Assignment First辅导网整理,供大家参考阅读。

Classroom settings exist for the purpose of presenting a holistic education to students. Teachers work on different methods to improve the student learning process. Student knowledge, skills, behaviour, attitudes etc. are built in the classroom environment (Anderson, 1990). Feedback systems form a very critical part of the student learning process where the students are evaluated by the teacher on what they learned and how well they learned. Teacher feedback is a critical part because it can be motivational. Motivational theories on student learning focus on different aspects, such as motivation by behaviour, and cognitive motivation. In addition, motivation is also broadly classified and understood as intrinsic and extrinsic motivation. The external motivation is the direct external factors such as positive tones of the feedback, positive mentions, rewards etc. The internal motivation is what the student feels internally and is understood as connected to the external factor. Given this context of student motivations that being affected by feedbacks, this literature review focuses on how formative evaluations and feedback have an impact on student motivation.

The literature review situates the learning process as a cyclical one, where instructor feedback would play a big role in the improvement of the learning process (Costa and Kallick, 1995). The literature review focuses on presenting the different theories behind student motivation. Specifically, the behavioural theory and cognitive theory related works are presented, as formative evaluation is strongly connected with elements of positive reinforcement (behavioural theory) and cognitive constructions (cognitive theory). The effect of formative evaluation and the feedback in formative evaluations assist in classroom teaching, and then they are presented. The nature and effects of feedbacks and the different motivational variables as presented in existing research works are presented. A classical understanding of the subject is discussed. Classroom assessments by feedback system and motivations involved are presented. The final section will present a summary of the findings and insight for future research studies.

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