TOWARD A SOCIAL CONSTRUCTIVIST RECONCEPTUALIZATION OF INTRINSIC MOTIVATION FOR LITERACY LEARNING

被引：82

作者：

OLDFATHER, P ^{[1
]}

DAHL, K ^{[1
]}

机构：

[1] OHIO STATE UNIV,COLUMBUS,OH 43210

来源：

JOURNAL OF READING BEHAVIOR | 1994年 / 26卷 / 02期

关键词：

D O I：

10.1080/10862969409547843

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This conceptual essay critiques current understandings of children's motivation for literacy learning, and argues for a reconceptualization of motivation that centers on the learner as agent in the social construction of meaning. The essay is illustrated with vignettes and examples drawn from two ethnographic studies conducted in whole-language classrooms. Both studies investigated children's perspectives of their own literacy learning processes and their constructs of themselves as readers and writers.

引用

页码：139 / 158

页数：20