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This thesis aims to explore the Future Workshop teaching model, to analyze its influence on improving students’ learning motivation and to examine its applications to curriculum design, with four stages of building relationships, transforming past psychological condition, involving in temporary situation and fostering positive development. The purposes of this study also focus on integrating the theory of Maslow hierarchy of needs into the practice of action research and further exploring the factors of influencing the target students’ learning. The researcher conducts the qualitative research, collecting the data from focus groups, participant observation, in-depth interview and questionnaire survey. The results are listed as follows. 1.The Future Workshop facilitates the understanding of the students’ learning experiences of past and present and future status. 2.The findings show that the students’ negative learning experiences are caused by their parents’ educational concepts, current educational system, the teachers’ teaching strategies and their learning process. 3.Their negative learning experiences influence their learning motivation and willing to carry out positive goals. 4.An honest, open, safe, friendly group helps the students to transform their psychological condition and to strengthen their learning motivation. 5.Involving in temporary situation encourages the students to display the spirits of the Future Workshop as well while they are learning other subjects. 6.Fostering positive development strengthen learning motivation, which makes the students learn more happily and with more confident in their future courses. 7.The theory of Maslow hierarchy of needs satisfies the basic needs of low-level students, which leads to the growth of high-level students. With the analysis and conclusions above, the study provides suggestions for teaching strategies and further studies.
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