The Effectiveness of the Brain-Based Teaching Approach in Generating Students' Learning Motivat

US Ch n u a in Re iw 1f 0 1 3 7 — i aEd c t v e A 2 1— 2 o 1 6 E rir i e US Ch n d c t nRe i w, S N 4 - 61 a l t: - i aE u a i v e I S 1 8 6 e tl o 5 3 蔷 l H l噶嚣

T eEfe t e e so eBr i - s dTe c i gAp r a hi h f ci n s f h an- e a h n p o c v t Ba n

G n r igSu et’ erig t ai o ad e jc eea n tdnsL ann i t nT w rsh u t t Mo v o t S be o h s sA ai t e po c f y i: Qu lai rah P c t v Ap Sam ia S lh l z ae Un v ri a n a a sa P n n, a a sa i e st S i sM ly i, e a g M ly i i

T eam o i s d s o me s r te efc v n s o eB T ( ri-a e a hn p r ah n d aig h i f hs t y wa au e h fet e e s f h B A b a b s dt c i a po c )i e l t u t i t n e g n

wi se e tdt te eri t ai wad esbet f h s s mo gt eo dr co ltd nsn t i usrl e ann moi t nt rs h ujc o y i n sscn aysh o u et i hs a oh l g v o o t p ca s M a a sa Th s r s a c a l c n t u e 0 F r F u c e c te m t d n s fo t ce c e o d r l y i . i e e r h s mp e o si t s 1 o m o r s i n e sr a su e t r m wo s in e s c n a t 0 y

s h o n t eNo t e e i s lr M aa sa T e i p e n a in o h ssu y wa a e b s d o h u l ai e c o l r r P nn ua, i h hn ly i . h m l me t t ft i t d sm d a e n t e q a i tv o t a p o c sn c iv me t n l sso e e p r e t l r u n o to n p e n o

t e t. t o lc in p r a h u i g a h e e n ay i f h x e i n a o p a d c n r l r -a d p s-t ss Daac l t a t m g o e o

t c n q e n o v d t e q e t n a r fp ysc e r ig mo i a i n h u si n ar f s d n e r i g s e e h i u si v l e h u si n ie o h i sl a n n tv t,t e q e t n ie o t e tla n n t, o o o u yl

jun l ou nain n u etneve . ai t e a ba e eete nlz d s gte rges e o ra d cme t o s ds d n t i Qu lai t o ti dw r na a e i o rsi t a t i r ws t vda n h y un hp v f c s e h i u n r e in u a e b an t e r q i d r s l . e f d n so i su y s o d t a e o u c n q ea d we et n t a g lt d t o t i h e u r e u t Th n ig f h s t d h we h t h t h r o e s i t t BBTA d l wa n e f ci e ta h n p r a h i e l g wi h s u f r me t n d I s f u d t a mo u e s a fe tv e c i g a p o c n d a i t t e i e a o e n i e . t wa o n h t n h s o s d n s o f l we eBBT mo u ep s e s da b te h sc a ig mo i ai n c mp r d t t d n s o t e t u wh o l o dt h A d l o s s e etrp y i sl m n t to o a e osu e t wh e v

rc ie T (o v n i a ta hn t o ) e e d M c n e t n le c igme d . v C o h

K y od: B A (ri b sdtahn p rah,td ns l rigmoia o, h s s d ct n ew rs B T ban ae cigapo c)s et’en n t t n p y i u ao - e u a vi ce i

I t o c in n r du tO I he M aa sa du ai n s e a i th s b e

ou d t tsu n s ge r ly lc i t r s o r st e n t l y i n e c to c n ro,i a e n f n ha t de t ne a l a k n e e tt wa d h

sbet f h s sc m ae te cec u jcs nsh os( d K r t 1 2 0; e, o g L o u jc y i o p rdt oh r i es bet i c o l Ab . ai e a, 0 6 L e Yo n, o, op c o s n m . Khd a, nrh& Lm, 6.t a l enfu d h th yaemoeicie v i co s gsbet a i h Mu i, i 19 )Ih s s b e n a te r r n l dt a od h oi jcs j a 9 ao o t n o n u iv ligp y is th i e d ct nl e ( d Kai t 1 2 0 )R s l o s de o d ce a e n ovn h s ehg r u a o v lAb . r e a. 0 6 . eu s rm u i c n utdhv c at h e i e m , tf t s

iet e ht n fh jr assta a otb tdt el ko uetneetntesbet f dni dta o eo ema ue t scnr ue ot a fs dn trs i h u j i f t c o h h i h c t i o c p y i c o l w s n f cieis u t nme o s Sdn 2 0; y dZn 2 0; y dZn&L wi, 3 . h s s nsh os a ef t t ci t d ( ii, 0 3 S e i, 0 3 S e i ci i e v nr o h e n 19 ) 9 T a h r a e b e o n o b v r n l e o r s l e ri sr c i n tc nq e, o e la n n t o s e c e sh v e n f u d t e o e l i c i d t wa d i a n tu t e h i u s r t e r i g me h d y n n o s c sm e r i g a d n ts c p i g d i g e e c s rl n o u n y o mp ra t o i s o e s r e r u h a mo i n n o e o y n, o n x r ie d i sa d f c so l n i o tn p c

n u et i z l t t h

s dnsaea l t aster x msi h s s( y dZ n& L wi, 9; a aai t 1 1 9 ) T i t e t r be op s h i e a p y i S e i u n c e n 1 3 Ngh R zl e a. 6. hs 9 ,9 p e o n n h s i d r c l a s d p y i s i sr c i n i c o l o a p a o b o c d mi, a sv n h n me o a n ie ty c u e h sc n tu to n s h o s t p e rt e t o a a e c p s ie a d

me hns c( l m, 9 F rat, 2. d a h s s a g t sa s at o cps n e aae o c a i i Ma o 1 8; og r 1 9 ) Ie s np y i u h bt c c n et a dsp rtdf m t c 9 y 9 i ct a r r su n s e lwo l xp re c,p riulry wh n t e l a nig p o e s i v ve l e p ri u a y f t de t’r a rd e e i n e a tc a l e h e r n r c s n ol s on y on a c l rt pe o t

S l z a e, h D. S h o f d c t n l t d e, ie st S i sM aa sa a miaS lh P ., c o l u ai a u is Un v r i an ly i o E o S i .

The Effectiveness of the Brain-Based Teaching Approach in Generating Students' Learning Motivat

The Effectiveness of the Brain Based Teaching Approach in Generating Students' Learning Motivat相关文档

最新文档

返回顶部