Beijing Part Of The Junior High School Students Learning Motivation Biological Research

Under the impact of the idea of new curriculum reform, the focus of teaching research has been shifted from students’academic achievements to the nature of students’development. Students’academic achievements are determined by the interaction of intellectual factors and non-intellectual factors. Non-intellectual factors play a decisive role, and in a sense, the core of non-intellectual factors is motivation. In the context that biology is not the examination subject of the senior high school entrance examination, the students’ learning motivation becomes more important for biology learning in the junior high school. This study is based on an investigation of the current status of the biology learning motivation in part of the junior high school students of Beijing, and then tries to analyze the influence factors, and its relationship with academic achievements, gender and school education.This study of the current status of the biology learning motivation in part of the junior high school students of Beijing is conducted in the form of questionnaires, which is designed based on existing questionnaire about the learning motivation, combined with the actual situation and the focus of this study. SPSS17.0has been used to analyze the data. The current status of students’ biology learning motivation, influence factors, and the correlations between the motivation and academic achievements, gender or school education have been analyzed. On the basis of this investigation data analysis, the following analysis conclusions were drawn:The current junior high school students’biology learning motivation is on a great strength. The internal motivation as the dominant motive has a higher impact than the external motivation.There are no significant differences between the two genders on biology learning motivation, internal motivation, external motivation, values, biology textbooks, biology teacher, teacher-student relationship, and academic achievements. There are no significant differences between the two genders on the need for self-realization, safety and knowledge requirements and understanding which are three types of hierarchy of needs. There are significant differences between the two genders on hierarchy of needs and the need for respect. Besides, the scores of hierarchy of needs and the need for respect in boy students are both higher than in girl students.There are no significant differences between the two schools on the biology learning motivation, external motivation, biology teacher, teacher-student relationship. There are no significant differences between the two schools on the need for respect, safety and knowledge requirements and understanding which are three types of hierarchy of needs. There are significant differences between the two schools on the internal motivation, values, biology textbooks, hierarchy of needs and the need for self-realization.By using the score partition statistics method, the results show that, learning motivation and every influence factor all have no significant influence on the academic achievement in School1; the need for self-realization has a significant influence on the academic achievement in School2.By using the real test scores, statistic result shows that the teacher-student relationship has a significantly influence on academic achievement in School1.In the junior high school biology learning, the learning motivation significantly relates with the external motivation and internal motivation; the external motivation extremely significantly relates with the hierarchy of needs and values, and significantly relates with biology textbooks; the internal motivation extremely significantly relates with the hierarchy of needs, biology textbooks, biology teacher, teacher-student relationship.In short, in the new curriculum reform in biology to further deepen the situation, biology teachers in the junior high school must use some strategies to scientifically stimulate, cultivate and maintain students’ motivation for making students more active learning, and then improve basic biological literacy of students.