Secondary Vocational Students Learning Motivation Research Of Moral Education

Secondary vocational education is an important part of our modern system of vocationaleducation. Secondary vocational schools are the main bodies of secondary vocational education.Moral education classes in secondary vocational school, including “Career Planning”,“Occupational Morality and Law”,“Economical Politics and Society”,“Philosophy and:Life”four courses, are the main channels of school moral education, the compulsory basic lessons forall students, and the main positions of the ideological and political education, legal education,professional ethics and career guidance education, entrepreneurship education, and mental healtheducation. At present, vocational students don’t show high enthusiasm and motivation in morallessons. Therefore, to study how to improve students’ learning motivation is important. Thisthesis contains the following five aspects:Firstly, starting from the concept of motivation, the thesis analyzes the motivation inpsychology and learning motivation concept, points out the classification of the motivation andgives a brief introduction to the main motivation theory, which lays the foundation for thelaunching of the study from the theoretical level.Secondly, using documentary research, the thesis collates and analyzes existing researcheson the motivation of the secondary vocational students. Overall, the study of vocational studentslearning motivation is still relatively weak for the outcome of the small number of low quality.Giving a brief account of the existing research, the thesis points out the shortcomings of existingresearch, from which sums up the characteristics of learning motivation of secondary vocationalstudents and provides the basis for follow-up research.Thirdly, Analyzing vocational personnel training objectives, vocational moral educationgoals, moral education courses in vocational settings, vocational moral lesson features, the thesiselaborates from the macro level the status of the moral lessons in the post and puts forward thatmoral lessons in secondary vocational edcation should embody the ideological and educationalqualities, the profession and humanities of majors, practice in the post, thus to highlight thevocational moral lesson to stimulate the value of student motivation.Fourthly, based on the actual combination of the existing research and preparation of thequestionnaire, the thesis conducts investigations on current situation of learning motivation insecondary vocational schools. From the type of students’ motivation, interest in learning, motivation attributiom, motivation of moral teaching materials, student achievement motivation,moral lesson, the quality of teachers and other aspects of the survey, the thesis makes in-depthanalysis of findings by means of the theory of motivation. Vocational students in moral lessonlearning tend to get good grades and many students think that the moral lesson courses arearranged by the school and have to be learned. The learning motivation in moral lessons is directexternal motivation and cognitive drive and the internal driving force to improve oneself is weak.Students’ interest in learning the moral lesson is lower-middle and less students are involved inthe moral lesson. Nearly half of the students are full of confidence to study hard to get goodgrades, but there are also many students attribute moral lesson learning incorrectly. Moralteaching material is an important factor to affect students’ motivation to learn. The survey hasfound that overall moral lesson materials are too difficult and not readable. In addition, thequality of teachers is an important part. Students hope the teachers’ lectures can be humorousand they can show more caring to students.Fifthly, on the basis of questionnaires and survey, the thesis puts forward stimulatingmotivation strategy in vocational moral lessons. For teachers scientifical designed learning taskis an important way to stimulate learning motivation. Students’ autonomous learning power inthe classroom affect their motivation. For teachers, reasonable structure of qualities and theappropriate teaching method can effectively stimulate students’ motivation to learn. For students,getting timely and reasonable evaluation and attribution training can not be ignored to stimulatestudents’ motivation to learn.The motivation of vocational students in moral lessons has not only the generalcharacteristics of the motivation but also the particularity. The moral lesson motivation researchwill give reference and signifance to other cultural lesson motivation and effective moraleducation in vocational work at the same time.