學習動機的引發與維持，最初是透過物質的或社會性的後效增強，進而到以內在酬賞和自尊為基礎的後效增強，再進而到認同學習目標和價值觀，最後則對學習本身產生興趣，也就是說兒童學習動機的內化歷程是由外律開始到內攝自律再到認同自律，最後到達統整自律的階段。在這樣的內化歷程中，影響動機的變項極多，本研究僅探討外在酬賞或社會性的增強､勝任感､自我效能感､學習價值與對成功的期望､控制感等變項對兒童動機內化的影響。 

   關鍵詞：兒童、學習動機、動機內化            

Trends on Information Science Development versus Creative Thinking

Ta-Wei David Shou

Mathematics and Science Education Department

National Hua-Lien Teachers College

Abstract

        The rapid development of information science impacts our society enormously. In such an information age, transition and instability becomes normal. Original values, concepts, systems and pedagogic paradigm vary extremely. At the same time there is full of challenge and opportunity. Since an information society have to keep thriving by means of producing value on information transformation, only through promoting overall creative thinking power of our nation citizens can we meet the challenge of next century, grasp opportunity, and raise our international competence.

        This paper examines the development track of information sciences and explores the value of creative thinking and education paradigm in information era. This paper also suggests that those research domains such as Internet, Artificial Intelligence, Computational Epistemology can enlight human power in creative thinking and complex problem solving.

  Key words:Information Science, Creative Thinking, Trends, Internet.        

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