To stimulate their motivation to learn

To stimulate their motivation to learn

Chapter I Introduction
Section I Introduction
If a learner's learning objective of learning a foreign language reflects his value because of a foreign language, such as a foreign language can help themselves in their work, there are more development, then this is the tool-type motive motive. Learning a foreign language if he is to the culture of that society to know more about, or to integrate into the cultural groups, as if the group is to become a member of a future, this type into the motive is the motive. But now a growing number of English learners to focus on tool-based motivation. We want to stimulate students learning motivation, so that English learners have a correct motivation.
Section II the definition of motivation to learn and function
The so-called learning motivation (motivation to learn), refers to the direct promotion of the activities of a person's internal motivation to learn. Includes knowledge of their values, interest in learning, learning ability, achievements attributable to the four face.
The function of motivation:
Excitation functions of individual motivation to learn can have a stimulating learning behavior. Here, learning motivation is caused by the driving force for a certain learning behavior, learning behavior of the action used to play before.
Point function, learning motivation of individual learning behavior can point to a specific target. Here, the motivation is to guide the conduct of a study of indicators of learning behavior plays a leading role.
Regulatory function, motivation to learn to adjust the intensity of individual learning behavior, time and direction. Here, some kind of motivation to learn to adjust the controller acts, acts on learning to play the role of regulation and control.
Motivation to learn the theory of Section III
Driving force that
Driving force, said the view that organisms in order to reduce the status of a drive to reduce an unpleasant feeling aroused or aroused, it will in some way to make a specific response. For example, food deprivation can lead to very hungry animals to move back and forth in a cage or run everywhere. Then, experiments can be aroused by awareness of these animals for a solution. Like walking on a maze, control latch, and "discovered" a variety of know-how in order to be able to obtain food. Strengthen the food here as a stimulus to reduce the pain of hunger, that is, to reduce an unpleasant drive state or aroused state. According to these studies, the researchers believe that the drive to reduce the occurrence of the main reasons.
Strengthening of
Psychologists believe that the acquisition of behavior caused by the same motives, not any different, are available to explain enhanced. Why people act a certain inclination? SR psychologists in accordance with the modern point of view, entirely dependent on the previous result of such acts and to stimulate and strengthen the established strong links. If the students to learn and be strengthened (for example, good performance, teachers and parents praise, etc.), they will have a stronger motivation to learn; If students have not been enhanced (for example, did not get good grades or praise), on the lack of the role of motivation to learn; if the students were punished (such as students or teachers were ridiculed), will have the motivation to avoid learning. Studies have shown that the criticism and praise of teachers will affect the performance of students
On the hierarchy of needs
Maslow stressed the motive in the interpretation of the role of need. He believes that all acts are meaningful, has its own specific goals, such goals from our needs. Different people have different needs and these needs will be factors such as time changes, which is why two different people in different contexts will produce different behavior, the same person at different times produce different behavior in reasons. Need to influence the way people's behavior and direction.
Cognitive dissonance theory
Festinger (L. A. Festinger) theory of cognitive dissonance to explain this is the case: When a person is convinced of the values or beliefs are contradictory to the belief in psychological or behavioral challenges, we will experience a tension or discomfort. In order to address this discomfort, he can change their behavior or beliefs, or to find a solution to this contradiction of reason or excuse.
Self-efficacy theory
Self-efficacy refers to people's own ability to successfully conduct a subjective judgments achievements. The concept is first proposed by Bandura, in the 80's, self-efficacy theory has been enriched and developed, has been a great deal of empirical research support.
Achievement motivation theory
Achievement motivation can be traced back to the 30s at the end of the 20th century, Murray (H. A. Murry, 1938) in his identification of the needs of those who had been raised in the concept, he needs the definition of success to "overcome obstacles put in order to make a good solution to a problem as soon as possible. " 40-50 In the early,麦克勒伦(D.C.McClel-land) and Atkinson (J. W. Atkinson), who accepted the concept of Murray, and the concept changed to "with a better standard of competition concerns on the success. "
Attribution theory
In a variety of influential theories of motivation, attribution theory can be seen as the best response to the views of one faction of cognitive theory, its guiding principles and basic assumptions are: the search for understanding is the basic motive behavior. Students try to explain the reasons for the incident, they tried to help them find the success or failure of capacity, effort, attitude, knowledge, luck, help, interest and other reasons. Practical Application of the current draw on a greater significance is that Weiner's view, he said: ability, effort, task difficulty and luck is in the interpretation of perceived success or failure of the four main reasons; and the four main divided into control points, stability, controllability. Control point in accordance with the dimension, the reasons can be divided into internal and external. According to the stability dimension, the reasons can be divided into stable and unstable. According to the dimension of controllability, can be divided into controllable causes and non-controllable.
Section IV to stimulate their motivation to learn the general principles to be followed
American psychologist Abraham Maslow proposed the theory of self-realization of Humanistic Psychology ---- the main theories of motivation. Of this theory point out that people have the desire to self-realization, but they have a lot of worries and anxieties of these factors is likely to become students to learn and the main obstacle to self-realization. Thus in the teaching process, teachers lack motivation to learn this part of the study should be full of self-esteem, so that they feel love and a sense of belonging and help them understand the need for English language learning, raise their awareness of the value of English language learning, the real aware of the English language and communication tools in the future of work, study and life status of an indispensable, learning enough to identify the crux of success, to improve their learning of English for a look and confidence to solve the problem, access to progress.
The teaching process is over, we have only changed the students "to me" to "I would like to study" in order to truly inspire the enthusiasm of students, students learning English will take the initiative to seek ways and means. Therefore, to stimulate their motivation to learn the process to adhere to in order to stimulate internal motivation mainly to give full play to the initiative of students, correct their attitude towards learning, and as a supplement to the mobilization of external motivation, be the correct guidance, the only way to receive the effectively.
Each and every student from a different family environment, this is not the same as the background of life, but also do not have the same life experiences and personality characteristics, and thus to stimulate learning in the training and motivation should be a student for each of the different circumstances treated differently, the right remedy, and must not be engaged in across the board. Paranoia through a solution to all problems, is certainly will not work.
Each of us have such an experience, for something of interest to them, learning efficiency is particularly high, but not easy to forget. Therefore, we must cultivate in the classroom teaching of positive emotional attitude. First of all, using a variety of methods to stimulate their motivation to learn. There are foreign language learning motivation, learning outcomes, and no foreign language learning motivation, learning often becomes a burden, poor learning outcomes. Therefore, teachers in English teaching in a variety of teaching should be adopted to stimulate their motivation to learn. Such as ways to meet the needs of small game love to play the nature of Chinese characters. Guess it seems to adopt to meet their participation, so that they learn music, so that they learn the English language has always maintained a keen interest. Second, using visual teaching methods and changing exercises stimulate students interest in law. If the two drills, small games, quiz, singing and other activities, stimulate students to produce the effect of interest. Some simple sentence patterns can be arranged to prepare students to continue classes, so that they, the teachers give appropriate help, so that students are highly active, very dedicated, a lot of students scheduled to be racing with the teacher lectures. In short, in English teaching and training of primary concern to the positive emotional attitude is conducive to strengthening the effectiveness of student learning, enhance their self-confidence to learn English and develop their sense of cooperation, so that highly effective teaching.
Section V of the classification of learning motivation
According to the internal and external dimensions of learning motivation can be divided into internal motivation and external motivation
Internal motivation is the people's interest in learning caused by their own motives, motives of the event to meet. Not activities, it does not need external incentives to punish in order to make up to the target, because the action itself is a driving force. For students like mathematics, he would listen carefully in class, study hard the next lesson. In contrast, external motivation is that people motivated by external learning activities is not satisfied with, and in the activities, then people are not interested in learning itself, but the results of learning interest. If students are to be rewarded, to avoid punishment, such as to please the teacher. Internal motivation and external motivation to the students whether they continue to acquire knowledge. With the internal motivation of students in learning activities can be met, they actively participate in the learning process, and before the teacher to assess the academic performance of their knowledge, they have a curiosity, like the challenges, in addressing the issue of independence . The students have external motivation to achieve the purpose of the event, learning motivation will be reduced. On the other hand, in order to achieve this goal, they often fail to take to avoid the practice, or did not choose challenging tasks, or failure, it devastated.
Act in accordance with the motives and objectives of the relationship between the distance division, motivation can be divided into close-range vision of motivation and motivation
Motives of the so-called vision (distant motivation), motivation refers to behavior associated with the long-term goal of a class of motives. Motives of the so-called close-range (proximal motivation), and short-term goal is the linking of a class of motives. For example, students in determining the elective courses, some consider the future path of social, set foot on the needs of the workplace, and some just consider it easier to pass the examination at the moment, their motivation is an optional class and close-range vision of the scope of sexual motivation.
Close-range vision of the motive and motivation have a relative, under certain conditions, the two can be transformed into each other. Decomposed into a number of long-term objectives for close-range goals, close-range goals should be subordinated to the long-term objectives, reflecting the long-term objectives. "Journey of a thousand miles begins with a single step", is a close-range vision of the motives and the motives of the dialectical relationship between vivid description.
Act in accordance with the motive of the wide range of learning motivation can be divided into general and special learning motivation learning motivation
Such a situation: a class of students of all learning activities have the motivation to learn, not only knowledge of all disciplines to study seriously, that is, on the skills and disciplines, and even extra-curricular activities, but also never slack; other students only certain (or certain kinds of) motivation to learn academic subjects in other disciplines are not the attention. Educational psychologists to study these two categories of students learning motivation boils down to two: the first type of learning motivation behind the act, which might be called the universal type of motivation (general motivation to learn); the second category of learning motivation behind the act, which might be called a special type of motivation (specific motivation to learn) (Bophy, 1987).
According to the significance of motivation, motivation can be divided into reasonable and unreasonable motive motive
The so-called rational motives (rational motivation), refers to the interests of the community with our line and is conducive to the healthy development of individual motivation, which includes the noble, correct and in a certain period of time, there are more positive factors of motivation. The so-called irrational motives (irrational motivation), it means that do not meet the interests of our society and individual motivation and healthy development, which includes the poor, erroneous and negative factors have more motivation.
Activities in accordance with the motive in the role of the position and size, can be divided into motivation to learn the dominant motive motive and auxiliary
The dominant role of the act known as the dominant motive of motives (dominative motivation); to play a supporting role acts as the motive for supporting the motive (assistant motivation). When the dominant motive and complementary pieces of the relationship between motives more or less the same, the activities of power will be strengthened; if another conflict, the activities of power will be weakened. In general, at the same time, in a students, the dominant motivation is only one, and supporting learning motivation may have more than one, and the motivation supporting the stability of the intensity and also will not be -- kind of.
Ausubel classification - cognitive drive, self-improvement drive drive and subsidiary
Ausubel said: "the general situation in the schools referred to as achievement motivation, at least three aspects should include the decision of the drive components that drive cognition (cognitive drive), the drive self-improvement (ego-enhancement drive) and the subsidiary drive (affiliative drive). "He believes that all students in the conduct of studies point to these three areas can be explained by the drive. Of course, as the children grew older, the three ingredients in the proportion of individuals who will have to change.
Section VI of the impact of learning motivation factors in the formation of
Explore the factors that motivated students to learn and will be beneficial to our students motivated to train and inspire in order to more effectively enable students to succeed in learning. The following two aspects we have to consider the impact on the formation of learning motivation factors - factors with students outside their own conditions.
Factors students themselves
1. Students structure their own needs and objectives
The goal of students is different from the objectives of the formation of different structures affect student motivation and learning. If the target is clear, medium difficulty, and can be reached in the near future, it will strengthen the students motivation and target of persistent tasks, which is due to the specific goals of the standards to judge the behavior, the goal of medium difficulty to provide a challenge to achieve the near future may not be interference by日常事物. In the classroom, there are two types of students are often the main objective - to capture the contents of the school for the mastery goal orientation and performance goal-oriented results. Students have a mastery goal, no matter how many mistakes they made or how much of the difficulties encountered and uphold his study, research, and they often challenge the initiative to seek to continuously improve. Their main concern is that by learning to master the content, and do not care who scores and class compared to others. The students have a performance goal, it will focus on their behavior and their evaluations of others. They evaluate their own learning behavior, rather than what to learn about their own or how much to pay their own efforts, but how others view them, their scores in the class location. Students often try to avoid such mistakes and avoid the challenge, did not dare take the risk, quit. Both types of students, and尼哥斯Miller (Nicholls & Miller) to the former as the learners to focus on the task (task-involved learners), the latter is referred to as the learner to focus on self (ego-involved learners) ( A. E. Woolfolk, 1995, P338). Point to two goals in the attribution and persistence also has different characteristics, to master the target point at the conclusion of activities with strong persistence, and performance goal to adhere to the less. In the attribution, the mastery goal will tend to point to the success attributed to learning, performance goal will tend to point to the success attributed to luck, ability and subject, and will fail due to task difficulty and luck. So, to master the targeting students with a tendency to attribute success with targeting foreign students tend to be attributed.
2. The characteristics of maturity and age
Performance in a variety of motives, we can see that young children for the social impact, parents are often too high to ignore the requirements of the. In accordance with Maslow's theory: a child too much attention to physical security, and a large children's social impact, such as teachers, parents care about the expectations. For example, just school children of primary school students will have the enviable position and appearance, and the teachers do not pay more attention to the eyes. With age, the role of social motives will only grow, as noted in the class status of the Institute gradually and so on with other students.
3. Student's personality characteristics and individual differences
Student's own interests, curiosity, will affect the quality of the formation of motivation. For example, exchanges of students in terms of a motive may be the key, the first, but some students may have to compete in the first, the prestige of being respected for their motive the motive of the first. To some extent, this reflects the characteristics of age, but also a reflection of individual differences. In addition, the successes and failures of different students also reflect the different role of individual differences. Some people become aggressive, and strive to obtain success, while others strive to avoid failure.
4. The level of student aspirations and values
Learning motivation and ideals are closely linked, and therefore, students of the life, world outlook and values are a direct reflection of the ideals or aspirations affect the level of motivation and goal structures. High ideals, strong motivation to learn.
5. The anxiety level of students
Anxiety refers to students can not worry about the successful completion of tasks arising from uncomfortable, tense feeling of concern. Anxiety level affects not only the motivation to learn, but also will affect the academic performance of students. A large number of surveys show that excessively high or low degree of anxiety tasks will have an adverse effect. Medium level of anxiety is useful for learning. As a result of mutual influence and learning motivation, anxiety would have an impact on student learning, so the impact of anxiety on the motivation is an issue worth exploring.
External conditions
1. Family environment and social media
Different social conditions, have different requirements for students. The formation of student motivation, family cultural background, mental outlook plays a very important role. If parents pay attention to education, the child is the right of the community have a positive public response to the phenomenon of error would be to resist, or will result in a paradoxical situation, the impact of student learning and healthy development of motivation. Many psychologists study abroad, "the attitude of parents on the impact of student achievement." Kyle Hull American psychologist and race (Pan Shu, 1980) on the two boys to college intends to conduct a survey and compared the two groups of students aimed at identifying the differences in learning motivation and attitudes associated with their parents . The results showed that the expectations of parents and children have a considerable impact. University of California at Los Angeles have a doctoral thesis of different cultural backgrounds, family impact academic performance of students to study in the United States, Mexico, the family, Chinese families and American families on the impact of student learning, results showed that the best Chinese influence, the United States views, the Mexican families in the worst affected.
2. The example of the role of teachers
Motivation is infectious. A large number of observation, investigation and research to prove: the motivation of teachers in the formation of student learning is a very strong factor. First of all, I am a student teacher motivation example. Rigorous scholarship, if the teachers themselves,学而不厌with great enthusiasm and interest in engaging in his professional and teaching, the students will leave a very deep impression on him. In contrast, if a teacher is to show his work tired and cold, this will also affect the mood of the students. The expectations of teachers to students will be motivated and have different effects on behavior: students of different teachers have different expectations of behavior and expectations of the results of these expectations as a result of the different teachers have different students of different treatment modalities, such the impact of different treatment modalities of the students self-concept, achievement motivation and the level of ambition. If this treatment continues, there will be fixed on the impact of students, high expectations of students have had a high level of motivation, and make unremitting efforts to achieve a high level of behavior, students with low expectations of the contrary. As time goes by, the students behavior and achievement and was getting closer and closer to expectations.
VII motivation for students to learn the impact of
Learning motivation and learning is a dialectical relationship, learning to produce motivated, and motivation to promote learning, the two are interrelated. Behavior can enhance motivation for learning, and knowledge learned in turn, can enhance motivation to learn. Incentive and motivation to learn is to study the guidelines of a learning need, and therefore, its students have a significant role in learning. A large number of educational practice and educational psychology experiments have shown that motivation is not only conducive to the promotion of learning activities and learning to stimulate students interest and enthusiasm, and it can maintain a certain level of wake-up, point to specific learning activities, and that are conducive to student achievement and learning efficiency. Therefore, teachers in their teaching process, attention to stimulate their motivation to learn, for learning has an important role in promoting.
Chapter II to stimulate their motivation to learn
Section I cultivate interest in learning, stimulate motivation to learn
The use of all the action reaction, triggered interest in
Grasp the characteristics of active primary and secondary school students, teaching the body parts of words, I allow students touched his head or someone else's head, face, nose, eyes, ears and so on that head. Gour face mg hose your eye and so on, and then teachers issued directives touch your head face nose eye, the students then do action, and competition among the group, it caused great interest in students, the whole atmosphere of the classroom to become active immediately, teachers instructions to speed up the tempo and then speed up the reaction of students students in action in the eyes, mouth, ears, hands and a variety of senses, the spirit of highly concentrated, rapid brain functioning, responsive, impressive.
The use of physical education, to stimulate interest in
Easy to spread the attention of students, learning capacity of consciousness and poor self-control, simply rote words, make them feel tired of boring, teaching new words, if the use of physical or pictures and so on, into the abstract terms specific things intuitive, students will be to attract attention, and then have a great interest, I wanted to learn, but also those who would like to remember the appropriate word, such as teaching, such as apple banana pear words, I allow students to bring their own apples, bananas , pear-kind, the students look after the urgent nature of these things would like to know how to say in English, and will remember the positive words, in addition to the physical, but also can use the pictures,简笔画, slide, slide, toys, etc. other visual aids, will also produce the same effects, intuitive teaching students with help direct the habit of thinking in English.
The use of games, songs and stability of interest
Stimulate the interest of students after the order to be able to make such a lasting interest in the consolidation continues, the small primary school age, attention should not focus on a longer period of time, in order to stabilize interest in learning, do the appropriate games, songs, tongue twister that back Beta, sing through the timely play, cultivate and maintain student interest in learning so that they can in a relaxed atmosphere to consolidate learning.
The use of electronic means to enhance interest in
The use of audio-visual means of teaching students who are timid particularly helpful, in the face of the microphone that they can not be silent, so have a good课前预习, after-school review is also good practice unknowingly also improve their English level, increased interest in learning English.
Language to create scenarios, the development of interest
Appropriate language to create scenes to make this language material into a living language, the rich flavor of life, although the primary and secondary school students have very limited knowledge of English, but they will be able to set up a positive performance environment, full training, simply to express their ideas, so that they "wanted me to study" into "I want to learn," the students raised the initiative to learn English to have a greater interest.
In short, the Primary English Teaching motivational training-oriented with a strong interest in the role, to enable students to take part, happy to compete, willing to learn for the future lay a solid foundation for learning.
Section II to optimize classroom teaching, to stimulate learning motivation
Classroom teaching is the central link of teaching is learning new knowledge, acquire skills, the main venue. The whole process of teaching every aspect, I have focused on high efficiency, with minimal input of teaching, teaching for the best effect. This must seek to enable students to actively participate in the study, in order to ensure that better meet the learning objectives. Practical work in teaching, in order to ensure that students wish to study music school, I pay attention to the students a sense of control: ① used around the teaching objectives, design objects, evaluation of the effectiveness of the three elements of classroom teaching to enhance student awareness of the heart, so that students in all Teaching tightly around the target in order to enhance the cohesion of classroom teaching, to seek "high low"; ② priority classroom instruction, ups and downs, so that students with emotional awareness classroom atmosphere and the ups and downs of the take-off and landing, in order to achieve " high-capacity, fast-paced, high-efficiency. " ③ reading awareness. English teaching to give students adequate "time" opportunity, from teachers, "Introduction" and默读, reading,齐读, the role of time in order to deepen their understanding of text dialogue and raise the level of the target. Classroom design, I used the "four series of" teaching method. The first loop: aim for a clear mandate; second ring: the implementation of goals, one by one standard; third ring: to deepen the target standard series; fourth ring: target detection, correction compensation. Teaching hours, with the most concise language, with a focus on the general does not directly tell the students "what", "why", but by performance, practice, for example, and so on, inspired by observation of students, control, analysis, comparison, from finding a method of thinking, the characteristics of the law. For example: when teaching now, I have to listen to students read. Demo I: I'm start doing / walking. Said, writing on the blackboard when the students understand, I let the students demonstrate action. I described She's reading ... ... students in the teachers understand the content of the presentation, I will summarize their own inspiration in there at the time of usage, the verb constitute a form of time adverbials such as commonly used, students are always actively involved in a state of good learning outcomes. Standards to deepen, I do not summarized directly to students, but changed for the discussion of teaching; subject design, to achieve a low starting point, density level, small slope, through discussion, students can complete the development of student intelligence, the initiative to enhance student learning so that the students in a tense and enjoyable learning atmosphere.
Section III study motivation
State of the United States南卡罗纳An associate professor of Converse College. White is a professional speaker, she has advocated the "smile with me" education reform activities. Practice in teaching, she summed up the feeling of a motive to stimulate students to learn the method.
Show you ignite the enthusiasm of the children are good at learning by nature curious and enthusiastic teachers should have the class, teachers should lead by example, passion and enthusiasm to learn, and students to share their interests and hobbies, and professions in their work and have demonstrated their commitment to and pride.
Involving parents in their children's education activities in the child's parents are the first teachers. Children with a strong thirst for knowledge came to this world, they want to learn more about themselves and the surrounding environment. The majority of parents to accompany their children learn to value the person sitting, crawling and the next opportunity. They always hold children's hands and encourage them to carry out difficult and trying, and to applaud their success and, when these children enter school, if parents can continue to help and support them, they will demonstrate a strong desire to learn . We should be in partnership with parents to seek their help, co-stimulate their enthusiasm and learning, if they see parents and others in his life have a major impact on his adult attach great importance to education, the children will be learning new life.
Make learning meaningful for young and old, regardless of age, the principle motive for the formation of each one of us, the students learn the need for a reason, which may be of interest to some extent, so that they. He should understand that the classroom learning and the links between their own goals, teachers need to determine the interest of students, in fostering the development of creative activities in the interest of students. If successful, will have a rib on enhancing self-esteem of students, among them the motivation to learn more knowledge.
Teaching skills in order to foster the diversification of students eager to learn, teachers must use with the students learning style and match the variety of teaching skills. When teaching skills adapt the volume of student learning styles, teachers will find the attitude of students to learn and learning to improve efficiency, improve academic performance and creativity. Teachers should provide on-site activities, the group plans, access to a computer and audio-visual information. Taught in some time is acceptable, but it will not be able to teach it as a major tool. Speaking a non-stop all day on weekends ongoing examination of the teachers, too boring! Teachers should also from time to time in the appreciation of the process of designing the details to attract new students. For example, invite a speaker to lecture; to outdoor school; writing on the blackboard with colored chalk; dressed as a famous ancient people and so on, a variety of teaching techniques and teaching materials can not only stimulate the enthusiasm of students and teachers can stimulate enthusiasm.
And feedback to provide a clear understanding of the effectiveness of knowledge is an important factor in the formation and motivation. Does not provide timely feedback, students are likely to lose interest in learning, the learning progress and to grasp the degree of feedback provided in a timely manner as possible. Feedback should be detailed to give the students how to improve the strength and recommendations, be sure to write reviews, not only marked a fraction. When a student has been referred to reviews and not just a fraction, the reaction of most students to be better.
Expressed concern about when you care about the students, they all know. They will also return those who care about him. For those frustrated because in the past and will be closed in their "I do not care" under the hard shell of the students, we may take quite a long time to see their efforts to varying degrees. However, when students feel you are ready to care for them and help them, they would be willing to take risks to try破茧而出.
To create a good learning atmosphere for students to deal with sincere, warm, compassionate, a good learning atmosphere should be maintained long-term. Security • White believes that the motives are good at stimulating students to learn the number of teachers should also have the following qualities: I hope that students become successful learners; to students with their ability to provide the learning materials; is a good manager; given a fair examination, assessment The scores of the full information; settings challenge and inspire students; help students realize that they have been strengthening our capacity is to enhance the degree of master.
Section IV stimulate students learning motivation measures
Update their concepts of education, the changing role of teachers
Americans Rogers psychologists believe that this doctrine: the awareness-raising activities were always accompanied by a certain degree of emotional factors, emotional factors when depressed or even denied, the person's self-development and creative potential is not realized, but only with real on respect for and understanding of individual students the attitude of the inner world in order to arouse the enthusiasm of students and enhance their self-confidence. Therefore, the training and to stimulate their motivation to learn, first of all is the concept of teacher education to update and change the role of a variety of ways to enhance the emotional exchanges between teachers and students, the use of vivid images are suitable for students at the level of psychological development and personality characteristics of education, initiative to establish a good relationship between teachers and students to stimulate a high level of intellectual curiosity of students, students in a timely manner to learn the purpose and significance of education.
About classroom teaching art
Training and to stimulate their motivation to learn English language learning in the process, and it mainly depends on the teaching content, teaching methods and teaching organizations. Therefore, in the teaching process, we have to make full use of rich materials interesting and lively novel, a moderate difficulty level and the logic of the characteristics of strong and strive to create a harmonious atmosphere for the teaching of democratic equality, the use of flexible and diverse heuristic teaching method of teaching vividly presented to enable students to practice in a variety of role play activities and have a pleasant emotional experience, to enable students to be more challenging and fun, and enhance the active learning and initiative.
The correct assessment and appropriate recognition and criticism
Attention and emotional communication and the exchange of students of the manner, time, occasion. Communication can be emotional for some of the whole, some individual communication needs. For example: an exceptionally strong self-esteem of some students, usually studying, often by the teacher's praise. If he sometimes made mistakes, do you face in front of the class to criticize him, he was not face-saving, self-esteem will be hurt, will be a very long time do not speak English. When the students have got the wrong answer, the other students teased him, teachers should put an immediate end to this phenomenon. Otherwise, some timid and lacking self-confidence of students even more afraid to speak openings.
Encourage more use of language, less criticism and more praise. To be good at discovering the advantages of students to understand the benefits of students, in good faith and praise. Been accepted for most agree that the psychological needs of students. You say to him, he would line; you said that he will not do, he would not.This principle is also in line with today's popular "Appreciation Education" theory. Once the children Praise the teacher in good faith, it will have a positive and progressive force, because the performance of the children want to have access to more praise, I hope to do better. Full and their behavior, thought the performance level of knowledge will be getting closer and closer to the expectations of teachers. In short, a teacher will not praise the students will not be welcome.
Make full use of learning feedback
Including learning outcomes for students to see themselves in the practical application of knowledge of results, to solve the issue is between right and wrong and good or bad performance and let the students know the results of their own learning, to see their own shortcomings and mistakes, there are further efforts to help stimulate students to learn the driving force, which need to be amended in accordance with the study plan to improve the study and measures to improve the learning enthusiasm, inspire self-motivated in order to achieve the objectives of the study, which also called for teachers to help students to develop specific learning objectives and each stage to achieve the effect of批改作业a timely manner, write reviews, targeted, stimulating and educational learning outcomes on the analysis with students so that students are most encouraging and challenging.
Timely to carry out appropriate learning competition
Competition to raise students self-esteem, sense of superiority, as well as ask other people to recognize the drive. Heart好胜motives and the demand for success will be more strong interest in learning and perseverance to overcome difficulties will be greatly enhanced. Therefore, learning to carry out timely appropriate competition is to develop and stimulate the enthusiasm of the students an effective means. But too much competition will not only lose the incentive, but also caused tension to increase the academic burden on students, to the detriment of physical and mental health of students. So the use of race to develop and be carried out to stimulate their motivation to learn must be careful when appropriate, make the necessary ideological and educational work, as far as possible to prevent the emergence of a negative effect.
Build a healthy campus culture
Campus culture refers to the main body of the school life in the school formed by the cohesion of the school has a unique look, the system of norms and the spirit of the atmosphere, such as schools. In order to enhance student motivation to learn English, we should look at schools and schools into the atmosphere of the English atmosphere. So that students everywhere can feel the importance of learning English. Europe's first modern school of the founder of modern Reddy said: "Schools should not be a result of an artificial place to do a book on media professionals, not even the same life." Carefully think about, and sometimes the lack of student motivation for learning English and interest, to a large extent also in English they can not feel the urgency of learning, nor a platform for the use of English. Although the Chinese political and economic of the fashionable and the rapid development of the tool is in English and demonstrate the growing importance, but they have not really reach out to kids is not feeling. Parents and teachers preaching alone is very pale and weak. Therefore, we can work hard in the campus culture so that students can think of and contacts at all times some English, so that they exert an imperceptible influence of rising from a desire to learn. We can post in English in the classroom手抄报, in the corridor on both sides of hanging posters, showing the students in the corridor works, English newspapers and so on. As Suhomlinski has pointed out: "Children often see around him all the forms for the mental outlook of great significance. Nothing here should be easily arranged." In addition, we also in the concept of cultural and institutional culture of the English language to provide a certain amount of concern, which is the formation of student motivation to learn and maintain is also most helpful.
Students the ability to self-study
Students have a strong motivation to learn, this is only a prerequisite for learning English, but because of the complexity of their own English language learning requires the learning of English must also cultivate the ability to self-study students so that students in secondary schools is limited to the classroom learning the basic language point, their after-school practice and application of giving top priority to do, week in English, English Corner and other activities to show their level of English language ability and enjoy the demeanor of the other students. After all, "delegate to the fish" as "award by fisheries."
Chapter summary
The above understanding, to stimulate learning motivation of learners is essential. Both the English learners, or English researchers, whether it is the strong motivation to learn or motivation is not clear who is ultimately motivated. Today, I have studied the motivation of students learning motivation, in order to bring students into a love of learning, and to have the purpose of the study, to better learning, learning more easily, be able to study and become a hobby, not learning to become a cumbersome, we have to stimulate motivation. For a do a certain thing, people, he exists to do this motive. Only the length of continuous different motives, the result will be different, we have completed in order to achieve the purpose of this matter, we must persevere. How to persevere and achieve success? It is time we need to stimulate our motives in doing things, and finally a success.