School Students Geographic Learning Motivation And Training Strategy

The learning capability and study motive are the topics among educational psychologists and teachers. Teaching effects depend not only on teachers' teaching but also on students' learning. Besides the objective study principles and teaching method, two subjective conditions of students are worth considering: the learning capability and study motive .Under similar conditions (with the same teaching material, teaching method, and the intelligence of the students), the study motive may determine students' academic records.The first part of the thesis reviews the available researches on study motive, including the achievements on the structure of study motive, the internal and external factors affecting study motive, three influential kinds of study motive theories nowadays, their characteristics, the insufficiency when the theories are applied in practice, the motive stimulation and the fostering pattern proposed on the basis of different motive theories, and the tendency of the research on study motive. These achievements have laid a solid theoretical foundation for the research on the study motive in the geography course.The second part of the thesis analyzes the middle-school students' study motive in the geography course through investigation. The researches conducted by Chinese and foreign psychologists and teachers present the state of the students' study motive. On the one hand, the differences among the groups of the study motive are displayed. The factor and the structure of the study motive system vary according to the dissimilarities in age, sex, the city and countryside, the category of the school, the subject, the family environment and the different achievement that the students have obtained in their study .On the other hand, the common trait of the development of the study motive is shown. The overall level of the intensity of the study motive drops as the grade goes up, the external motive is more important than the internal motive, and the short-term motive is also more important than the long-term motive. The investigation conducted in the thesis shows that the types and changes of the study motive in the geography course are similar to the types and changes of the entire study motive. The intensity level and the types of the study motive in the geography course among the middle-school students are analyzed and summarized based on the investigation, and the present state of the present state of the study motive in thegeography course and influential factors are analyzed as well.The third part of the thesis analyzes the reason for the low study motive in the geography course among middle-school students. Based on the effective study strategy put on the humanism psychologist Carl R .Rogers and the cognition appraisal theory proposed by E. L. Dici, it is held that the key to increasing the students' study motive in the geography course is the stimulating and fostering of the internal motive. There are two crucial factors in stimulating and increasing students' study motive in the geography course. First, a less compelling yet free and loose psychological environment for the students is necessary to be created so that the students can learn what they want to learn. This protects the students' internal study motive; second, it is necessary to help the students recognize that it is useful to study geography, what they study fits their needs for personal growing, and that they have the ability to learn.Then, from the perspective of the characteristics value essence, it is demonstrated that cooperative study is full of humanity, meets the students' various social demands, is conducive to the students' initiative to study, and helps to enhance the teaching effects of the geography course. The principle and steps of carrying out cooperative study are also proposed.Third thesis gives a brief introduction to the meaning, structure and function of meta-cognition. On the one hand, it analyzes the relation between the motive theory of the cognition and meta-cognition, stating that each kind of motive product cannot be separated from the main body of the cognition, which recognizes, appraises and controls the activity of the cognition, namely, the meta-cognition, although there are different view on the motive theory of the cognition; on the other hand, from the basis concepts and theory of the humanity study motive, it discusses the relation between the study motive and the meta-cognition. Finally, the tactics are proposed on how to improve the level of meta-cognition of the students in the geography course.The conclusion part is a summary of the whole thesis, and several issues are put forward for further discussion and study in the future.