高中生物教学中学生学习动机的培养和激发

2004JS012605112……………………………………………………………………………1……………………………………………………………………………3………………………………………………………………5()…………………………………………………………………5()………………………………6()…………………71.………………………………………72.………………………………………83.………………8…………………9………………………………………………..……………………11…………………………………………………………111.…………………………………………………………………112.……………………………………………………11…………………………………….………………………121.…………………………………………………122.…………………………………………………123.…………………………………………………………144.………………………………………………………185.………………………………………19…………………………………………21……………………………………23………………………………………………………………………23………………………………………………………………25………………………………………………………………373………………………………………………………………39………………………………………39………………………………………………………………41………………………………………………………………421.…………………………………………422.…………………………………………441……………………………………………442………………………………………533………………………………………593.……………………………………651………………………………………………………652……………………………………………663………………………………………664…………………………………………………67………………………………………………………………69………………………………………………69………………………………………70………………………………………………………………82…………………………………………………………………………87……………………………………………………………………………88………………………………………………………………………89……………………………………………………………………………931Motivationtolearn0.340.501.2.3.29.837.71.2.3CultivatingandInspiringStudents’MotivationtoLearninBiologyTeachinginSeniorSchoolAbstractMotivationtolearnistheinnerpsychologicalcoursethatleadstoandkeepstudents’studyactivityanddirectsstudyactivitytoteachers’designedobjectives.Motivationtolearnbiology,whichreferstoadoptcertainmethodstospurtheformedmotivationtolearnchangingfromsubconsciousstatetoactivestateandbeingthepowertostudy,isstudents’motiveforceoflearningbiologywell.Studentsarethemainteachingbody,andeveryeffectiveteachingactivitymustinvolvetheactiveparticipationofstudents.Thatistosay,theteachingqualityisimprovedthoughthebi-directionalinteractiveprocessbetweenteachersandstudents.Accordingtopsychologicalresearch,thecontrastbetweenmotivationtolearnandgradesisremarkable(0.34),justaftertherelationshipbetweenintelligenceandgrades(0.50).Therefore,students’motivationtolearnistheprerequisiteofeffectiveteaching,andmotivationinfluencesgradesandalsoteachingresult.Thepaperisbasedontheoriesofeducationalpsychology,andthecharacteristicsofbiologyteachinginseniorschool.Itprobesintohowtocultivateandinspirestudents’motivationtolearninbiologyteachinginseniorschoolfromtheoryandpracticebythemethodsofliteratureanalysis,questionaireinvestigation,andquasi-experiment.Throughthestudyoftheoryonmotivateandmotivationtolearn,thepaperconcludestheconceptofmotivationinbiologylearninganditseffectsinstudyandanalyzesthequestionsinbiologylearninginthepresenthighschoolteaching.Itpointsoutthatitistheurgentneedtocultivateandinspiremotivationtobiologylearninginthepresenteducation.Motivationtolearnistheimportantsupportingfactorindevelopingstudyactivitiesandanimportantsectorinteachingprocess.Thequestionaireinvestigationisusedtolookintothemotivationtobiologylearningofthesciencestudentsinseniorschool.Theresultshows:1.formostofstudents,theirmotivationandinitiativeinlearningbiologyarequitepositiveanddiscontentwithwhattheygaininbiology,asaresult,therateofdislikingorevenabandoningbiology-learningisincreasing,(orquitehigh).2.thoughnolessstudentsconsiderthemselvesinterestedinbiology-learning,withlessmotivation,theyactuallyspendmuchlesstimeonbiology-learningthanonothersubjectsandtheirpriorityonotherssubjectloommuchlargerthanonbiology.3.theouterfactorsthatinfluencestudents’biology-learningmotivation4aremainlythepressurewhichcomesfromthehopesoftheparents,enteringhigherschoolsandobtainingemploymentwhiletheteachers’praisesandcriticism,tryingtobeexcellentleadersandmeritstudentsarenotthemainoutermotivationtolearn.Theinnerfactortopromotestudents’motivationtobiology-learningismainlythatthestudentsareinterestedinbiologylearningitselfandhopetolearnsomeknowledgeformtheclass.Amongthestudentsbeinginvestigated,thosewhohavenomotivepowerare9.8percent,andthosewhoonlywanttopassthegeneralexaminationare37.7percent.Weshouldattachmoreimportancetothesign.Howtoimprovethemotivationlevelofthepartstudentshasbecomeaproblemwhichisindireneedofsolution.Onthebaseofquestionaireinvestigationandlinkingwithidiographicsubjects,wemakeatrytodesignstrategymotivationintheteachingprogressinordertofindoutthewaysofcultivatingandinspiringstudents’motivationtolearninBiologyteaching.Inaccordancewithbiologyteachingtype,wehavedesignedteachingresearchcasesofreview-lesson,study-experimentallesson,andconcept-theorylesson,andhaveperformedquasi-experimentalresearch.Researchshows:1.intheaspectofgrades,thestudentsinexperimentalclassisobviouslybetterthancontrolclass.2.intheaspectofmotiveemotionofbiology-learning,thestudentsinexperimentalclassisbetterthanthoseinthecontrolclassnotonlyattheouterbehaviorperformanceofmotivationbutalsotheinnerpsychologicalfactorstreatingbiology-learningandthewholegrades.Ithassignificantdifferencebetweenexperimentalclassandcontrolclass,whichshowsthatourteachingresearchhaseffectedthedesiredresult.Intheteachingprocess,muchimportanceisattachedtothedesignofmotivestrategies,andstudents’motivationtobiology-learninghasbeencultivatedandinspired