Analysis And Countermeasures Of The Lack Of Language Learning Power Of Middle School Students

How to teach students how to learn more and more attention in the field ofeducation, such as motivation, learning interest and other non-intelligence factorsimpact on student learning and and increasingly caused widespread concern in theeducation sector. In psychology, the term "Power" contains the meaning of force,energy and activities, including all inherent or potential factors that determine theorganic acts. Motivation for learning, was seen as the sum of the internal drive forcesto promote learners’ active learning. Normal circumstances, the driving force topromote active learning of students is diverse and multi-level, both driven forces dueto external pressures and incentives, including from the learner internal psychologicaldriving force. But the driving force is how you want the real play a role in promotingpositive student behavior, with its active learning need to be linked. Positive learningneeds of the students is the root cause of a positive learning behaviors. Studentsactively learning need to point to the diversity and hierarchy, as well as its inherentinalienable dynamic organic links, so you can say: the students’ motivation to learn, isactually a by various forces to promote a positive learning behaviors. the combinationof organic whole in accordance with the relationship, we can call to learn the powersystem. In this paper, on the basis of the analysis and learn from some experts andscholars on the lack of students’ language learning motivation psychology research,in-depth investigation to analyze the lack of high school students language learningmotivation teaching situation, further exploration of more effective teaching methodsand strategies to improve student motivation to learn and improve classroomefficiency.Full psychology research, lack of focus in the students’ language learningmotivation is divided into four parts: The introduction, the first definition of the concept of classical Chinese, as well asinto the Word Conversion; followed by teaching trajectory of the classical Chineseinto the Word Conversion to sort out.The first part, mainly on the lack of psychology research background and researchsignificance of language learning motivation.The second part of the questionnaire, survey and analysis of the status of the teachinglanguage learning motivation missing.The third part of the analysis of language learning motivation, lack of strategyresearch language learning motivation.