Abstract This contribution explores motivational factors from the perspective of students in order to design an effective approach to teaching. Its purpose is twofold. First, it pinpoints findings from a student needs analysis regarding their learning in relation to today’s teaching reality. Second, the findings serve as the basis for proposing a corresponding set of tools to implement an effective approach to teaching. The student needs analysis was conducted at the Škoda Auto University in Mladá Boleslav, Czech Republic, originally pursuing students’ motivation in language learning. The data disclosed rich information about student learning sentiments and motivation, suggesting that it is internal rather than external drives that play a key role in their determination to learn. These include a desire for self-advancement, challenge, achievement, or success, as well as a need to link the content of learning with internal feelings, interests, and experiences. The set of methods described in the subsequent part of the study are designed for the initiation of each lesson or opening a new topic, a phase during which students become motivated and make internal decisions about the degree of involvement with the subject. Linked to the findings from the research, they help teachers to welcome students’ perspectives and autonomy, tapping into their feelings, ideas, or personal experiences.

中文翻译：

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从动机到成功学习：有效教学的需求分析

摘要这项研究从学生的角度探讨了动机因素，以设计一种有效的教学方法。其目的是双重的。首先，它可以准确地根据学生的需求分析得出与当今教学现实相关的学习结果。其次，研究结果是提出一套相应工具以实施有效教学方法的基础。学生需求分析是在捷克共和国MladáBoleslav的Škoda汽车大学进行的，最初是为了追求学生的语言学习动机。数据揭示了有关学生学习情绪和动机的丰富信息，表明在决定学习意愿方面，内部驱动而非外部驱动是关键因素。这些包括对自我进取，挑战，成就，或成功，以及将学习的内容与内在的情感，兴趣和经验联系起来的需求。在研究的后续部分中描述的这套方法旨在开始每节课或打开一个新主题，在此阶段中，学生会受到激励，并就与该主题的参与程度做出内部决策。与研究结果相联系，他们帮助教师欢迎学生的观点和自主权，利用他们的感受，想法或个人经验。在这个阶段中，学生会变得有动力，并就参与该学科的程度做出内部决策。与研究结果相联系，他们帮助教师欢迎学生的观点和自主权，利用他们的感受，想法或个人经验。在这个阶段中，学生会变得有动力，并就参与该学科的程度做出内部决策。与研究结果相联系，他们帮助教师欢迎学生的观点和自主权，利用他们的感受，想法或个人经验。