ABSTRACT Two experiments examined the effect of teaching with content relevance strategies on student learning outcomes. In both experiments, college students were randomly assigned to one of three teaching conditions in which the instructor (a) made no effort to teach the lesson content as relevant (control), (b) taught the same lesson content in a relevant manner (treatment 1), or (c) taught the same lesson content in an irrelevant manner (treatment 2). Results indicated that teaching with relevance strategies caused students to (a) become more situationally interested in what they were learning, (b) believe the lesson had greater task value, and (c) have more positive affect for their instructor, which in turn, (d) improved their performance on a post-lesson quiz. Overall, findings suggest that instructors can generate affect and stimulate learning by teaching in ways that relate course content to students’ interests, needs, and goals.

中文翻译：

---

使内容相关：具有复制功能的教与学实验

摘要 两个实验检验了内容相关策略教学对学生学习成果的影响。在这两个实验中，大学生被随机分配到三种教学条件之一，其中教师（a）不努力教授相关的课程内容（对照），（b）以相关的方式教授相同的课程内容（治疗1)，或 (c) 以不相关的方式教授相同的课程内容（处理 2）。结果表明，采用相关策略的教学使学生 (a) 对他们所学的内容更加感兴趣，(b) 相信课程具有更大的任务价值，以及 (c) 对他们的教师有更积极的影响，反过来， (d) 提高了他们在课后测验中的表现。全面的，