| In recent years, vocational education is developing rapidly. I havebeen teaching in vocational school for more than a decade, realizingthat the responsibilities I have and the difficulties in teaching. Becausechemistry is one of the public elementary courses, how to improveteaching becomes a study project for me to continuously explore.During the teaching practice, I gradually find that thedevelopment of students’ study motivation is the breakthrough ofimproving teaching. The author has learned and investigated thetheory of study motivation, and has investigated the situation of studymotivation of364students in our school, in order to find interventionmeasures which can probably improve the students’ study motivationand can be used in the chemistry teaching practice. After suchattempts mentioned above, some effects have been achieved.I do it as follows. Firstly, the questionnaires are designed accordingto the attribution theory. Secondly, the investigation of the structuralfactors of learning motivation is analyzed in the attribution theory, andthe methods and strategies for guiding and stimulating the learningmotivations of the students are also put forward. Thirdly, it is purposefullyapplied to practices in class combining with specialty and subjectcharacteristics of our school. Finally, it needs to make feedback andconfession immediately to continuously improve our cognition andexperience.In order to improving the learning motivation of the students, Imainly used some strategies as follows:1. The strategies of experimentteaching were intensified. Firstly, the guiding role in the process ofdemonstration experiments was emphasized. The teacher carefullydesigned and made each experiment in the classroom and let thestudents feel the beauty of the experiments. The students would experience a sense of achievement with the guide of the questionswhat teacher prepared and their learning motivation would beenhanced. Secondly, the grouping experiments of the students’ werestrengthened. The process that the students explore chemical problemsby their own design and operation can stealthily enhance their learningimpetus.2. The strategies of life experience were advocated. Learningchemistry was associated with life common sense, with environmentalprotection, with science outpost and with topical news, and joinedhands with them to approach chemistry, feel chemistry, andappreciate the funny of chemistry to give us.3. The strategies of timelyencouragement were applied. The strategies of timely encouragementare the first desirable strategy for the students of vocational schools.What we should do is to create the opportunity to use encouragement.Therefore, some questions should be preset for the students’preparation before class. Thus, the students may make the right answersin class with enough preparation. Those who make a dropping progressare promptly commended. In the teaching process, the students shouldbe praised in time because of their every progress, which will satisfy thestudents from the teacher’s praise. Efforts should be made in the schoolassignment. Comments with incentive effect should be added afterscores being given when teachers checking their schoolwork, which willreceive enhanced effect.Through the exploration and practice, it is obvious to see that:1.The formation and enhancement of learning motivation of the studentsof a process, which is tightly along with the students’ learning process.High score is followed by good study motivation, and accordinglylearning process will become easier and more relaxed. Rather thanvice versa.2. To do well in inspiring the students learning motivation,deeply investigation is needed in accordance with school conditions,learning conditions, in which way breakthrough should be found to carry out the strategies effectively.3.Chemical experimentsparticipated deeply in life are growth points of developing the students’interests. Encourage mechanism is an effective method for vocationalschool students, which is a catalyst showing the function of chemicalclass. |
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