Study On The Current Situation And Impact Factors Of Biological Motivation Of The Junior High School

Under the impact of the idea of new curriculum reform, the view of research on teachinghas transformed from focusing on students’ achievements to the nature of their development.It has become the new research direction that not only ensures the solidity of basic knowledgelearning but also promotes students to master the study skills, to grow in a healthy mannerand to survive in the society. The theory of non-intellectual factors proposed that students’achievement in exams is interactively affected by intellectual factors and non-intellectualfactors, in which non-intellectual factors plays a decisive role, and in a sense, motivation isthe core of non-intellectual factors. Thus, an effective factor for the curriculum reform andclassroom teaching is to stimulate, cultivate and maintain students’ motivation in order toenhance students’ learning activities. This article is based on a survey of the current status ofjunior high school students’ motivation on biology study and its impact factors.This study of the status of junior high school students’ biology study motivation and itsimpact factors is conducted in the form of questionnaires，which is designed based on existingmotivation,survey scale researches, and combined with the actual situation and researchproblems.. On the basis of the survey data analysis, the following conclusions were obtained:The current junior high school students’ biology study motivation is on a great strengthand at a high level, with the internal motivation as the dominant motive, which has asignificantly higher impact than external motivation.No significant difference of junior high school students’ biology study motivationbetween schools, genders is found, and it is of equivalent intensity and level. However,internal motivation and external motivation are significantly different in different types ofschools, but not in genders.There is a significant difference of needs on belonging and love in gender, and boys’need were more than that of girls, but no significant difference in gender was found in otherneeds.Students from key schools showed significantly more low-level needs than students fromnon-key schools, and students from key schools demonstrated less needs of the knowledgeand understanding than non-key school students.External motivation of junior high school students’ biology study is significantly affectedby hierarchy of needs, values and the impact of positive attribution, whereas internalmotivation is significantly affected by biology study materials, values, biology teachers,negative attribution, teacher-student relationship, hierarchy of needs and positive attributionin a descending order.According to the above findings, the author made a few suggestions for the teaching ofbiology: guiding the development of biology study motivation from low to higher level needsin junior high school; leading students to establish a scientific value in biology study;designing a class that the students can act as the main body; establishing a harmonious anddemocratic relationship between teachers and students.