Study On Vocabulary Teaching Based On Motivation Theory In The Second Grade Primary School

Incentive is an important concept in the field of enterprise management which has received significant attention in the twentieth Century in management psychology research field. Incentive refers to the mental process continues to stimulate people’s motives. In other words, the person cause needs in the stimulation of the internal and external incentives, then needs attract motivation. We can regulate our behavior and improve the enthusiasm through the incentive means. In this sense, not only for enterprise management, incentive can also be applied to teaching management. In recent years, many scholars have begun to explore the incentive problems in teaching.However, for specific incentive theory to explore theoretical and empirical research related to the teaching is still relatively scarce. For this phenomenon, this study takes the second grade primary school students as subjects, the self-learn Chinese words as 1 task, through the pre experiment and formal experiment, aims to discuss the incentive effect of the target incentive and strengthen incentive. And its psychological mechanisms and its application on issues for different students have also been discussed. Through the current research, we’ll test whether the incentive theory which often be applied to management can also applied to teaching, and to compare different effects of different incentives.In our experiment, we used the single factor experiment design which contain target incentive, strengthen incentive and control groups, with a pre-test, the subjects were divided into three groups. For target incentive groups, we tell them to learn and remember the words,15 days later to dictation, and ask them to learn four words every day. For strengthen incentive subjects, according to the working achievements, they will be given feedback and reward. But subjects on control group have not been arranged any incentives. After 15 days, all subjects have a dictation test and reading test, and found that the performance of students who have been target incented and strengthen incented are significantly better than the control group, but there were no differences between the two incentives. Taking into account the differences in learning ability of students, according to the pre-test scores, we divided students into excellent students and students with learning difficulties. By two factor analysis of variance, and found there was an interaction between the student types with incentives. Further analysis found that target incentive and strengthen incentive have significant incentive effects for excellent student. But for students with learning difficulties, only strengthen incentive play a catalytic role. For this result, we conducted in-depth analysis and discussion from the perspective of motivation theory of psychological mechanism, leading to the conclusion.Finally, from the conclusions and research design of the study, we explore the theoretical value and practical significance of the research. From the experiment design and methods we talk about limitations of this study, and put forward some suggests and expectations about future research.