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在器乐教学中,很多教育者发现了一些问题：有些学生在器乐学习中喜欢迎接挑战,并在困难面前能够坚持；而有些学生遇到困难就停滞不前。为什么有的学生可以通过考级,但基本音乐能力水平却不尽人意?为什么两个学生在能力、智力水平相差无几的情况下,却在音乐学习效果上相距甚远?过去,有教育者试图用早期的动机理论来解释这些问题,认为维持和激发学生器乐学习动机要给予更多的外部奖励,或者满足其需要或内驱力倾向。但是,随着研究的不断深入,教育者发现早期的动机研究只是简单地看到
In instrumental music teaching, many educators find some problems: Some students like to meet challenges in instrumental learning and can stick to them before they get into difficulties. Some students are stuck in difficulties. Why do some students pass the grading test, but the level of basic music skills is unsatisfactory? Why do two students have a long way to go in terms of the effect of music learning with little difference in ability and intelligence? In the past, some educators tried to use Early motivation theory to explain these issues, that students maintain and motivate the instrumental learning motivation to give more external rewards, or to meet their needs or driving tendency. However, as research continues to deepen, educators find early motivation studies simply