An Empirical Study On The Motivation Level Of High School Students' Biology Learning Motivation And The Strategy Optimization

Biology is the frontier science in the21st century, it demonstrates good prospects in allaspects of social production and people’s lives. With the spread of the new course concept,learning motivation is an important non-intellectual factors affecting students’ activedevelopment and independent learning, more and more attention has been paid. Based onanalyzing the theory and understanding its thought intention, identify problems from thebackground of the new curriculum, the biological characteristics and the current status of theirlearning, this text studied the present status of motivation to learn biology of the high schoolstudents in Shandong province and proposed optimization strategy, aimed at providingtheoretical reference to stimulate students’ motivation and inspiration for teaching practice,ultimate realization of overall development of students.The thesis uses the methods of literature research, investigation and statistics method, etc.The following eight parts compose the body of this thesis.The first part is the question statement. It briefly introduces the background of selecting thesubject, the research present situation at home and abroad, significance purpose and methods ofthe study.The second part is the summary, this part presents the concept of learning motivation, thenexpounds the motivation theory in four respects: the effect, the main contents, the scientificsupport and the implications for biology teaching.The third part is the research methods and procedures. The methods include literature,questionnaires and statistical analysis; the procedures include determining the design of thequestionnaire survey objects, pretest survey, measurement, data collection and analysis.The fourth part is the survey results and analysis. Based on the status of the current highschool biology motivation survey, The conclusions are drawn as follow: high school studentshave good motivation to learn biology in the overall, but cognitive driving force and the sense ofself-efficacy is weak; each sub-component scores are normally distributed; There are significantdifferences in motivation about gender, grade, grades aspects, the boys have stronger motivationto learn biology than girls, the sophomore students scored the lowest, motivation and academicachievement were positively correlated.The fifth part is the optimization of the biological teaching strategies to stimulatemotivation. Mainly proposed the following optimization strategy: creating diversified teachingsituations, training of non-intelligence factors, the flexibility to use a variety of teaching methods,giving students the opportunity to experience success, reform of evaluation mechanisms, guidingreasonable attribution. The sixth part is the conclusion and introspection. It makes a comprehensive conclusion forthis study and a introspection for deficiency.