The Investigation And Study Of Student Mathematics Study Motive In Macau Professional Technology Middle School

Einstein has once said that "Interest is the best teacher." However, the research shows that the students have no interest in learning Mathematics which they think it as suffer and burden. That they dislike Mathematics drives their Mathematics’scores go down, which is obvious in Vocational&Technical Middle School. Therefore, it needs the teachers’ attention to the students’interest and motive so that their learning interest can be motivated.The motive of learning Mathematics refers to a psychological trend caused by a need relating to Mathematics, it is an inner drive to encourage and push students to study Mathematics. The motive of learning Mathematics is caused by the need for learning Mathematics caused by the students’reflect in the society, family and school’s objective demand for their Mathematics learning. There is an early history to show that education circle has carried the research into Mathematics learning motive and the better achievement has been made in every field of research. The research on Mathematics learning motive is seldom carried out in small Macao-a special district, especially for Vocational&Technical Middle School. Understanding the reason why the students in Macao dislike study and finding the relative solution are of great importance for improving the scores of Mathematics at present.The method of questionnaire for this research:the research objects include480students from Macao Public and Private Vocational&Technical Middle School and look into their Mathematics learning motivation, the Mathematics scores, their favorite Mathematics teachers, their Mathematics learning habits and the influence on their learning motive. This research is to understand the students’real situation of Mathematics study in Macao Vocational&Technical Middle School, to analyze the difference between students in grade and sex from public and private school, and the learning motive as well as other relative dimension. The main conclusions include:Students’learning Mathematics strength motive in Macao Vocational&Technical Middle School is not obvious, they are the ideal motive, the oppression motive, the cognition motive and the attached motive in turn. The overall and various dimension motives in public and private school are not obvious. But the cognition motive is obviously different between the sexes, in which the male students in different grade are higher than the female students, and there is no obvious difference in other motives. The cognition motive is remarkably different in grades, senior one and senior three students are higher senior two, the other motives are not remarkable.There is a close correlation between motive overall, cognition motive, ideal motive as well as attached motive and Mathematics scores. The students with good and so-so performance in Mathematics are higher than those with bad performance, which shows the oppression motive correlation is not close. The correlation between motive overall, cognition motive, ideal motive, as well as attached motive and whether they like the Mathematics teachers is close. It shows that the students who don’t like Math teachers and whatever are higher than those who like Math teachers. The oppression motive correlation is not close. The correlation between motive overall, every dimension motive and Math learning habits is not close; the motive overall, every dimension motive and the cause influencing the motives has close correlation; There is a close correlation between examination and motive overall, ideal motive, attached motive, as well as oppression motive. There is a close correlation between encouragement, praise from teachers and parents and overall motive, cognition motive, ideal motive, attached motive as well as oppression motive.With the grade ascension, the cognition motive level assumes the development of V trend, and the differnec in other grades is not obvious from other dimension motive.