Research On Learning Motivation And Strategy Adjustment Of Deaf College Students

The development of higher education of the deaf has already shifted form the explorationof start-up period to the improvement of quality of education and teaching. Improve the levelof learning motivation; strengthen the inner motivation and internalization process of deafstudents become important parts of improvement of the individual learning motivation. Thisstudy organizes and concludes the learning motivation theories and related researches ofdisabled students learning motivation, analysis the intensity and influence factors of learningmotivation of428deaf college students from Technical College for the Deaf at TianjinUniversity of Technology detailed. This research attempts to understand the present situationof deaf college students learning motivation, in order to find out the defects in their learningmotivation, and tries to take measures to raise the level of deaf college students learningmotivation, to promote the deaf college students learning positively and initiatively, andexpects to play a discussion and complementary role for the theory of higher education of thedeaf.To understand the related questions of deaf college students learning motivation, thisstudy uses the literature method to organize and conclude relevant theories provides a basisfor this study; through the questionnaire survey to collect sufficient data for the study; usingthe SPSS statistical software for data processing analysis. Through factor analysis, the deafcollege students learning motivation factors are extracted, they are self cognitive factor, avoidfailure factor, the pursuit of success factor, interpersonal factor and academic attributionfactor; through the descriptive statistics, independent samples T test, single factor AVONAinspection, some conclusions can be summarized. The intensity of learning motivation of deafcollege students is in a weaker level. The impact factors of learning motivation have nosignificant difference in gender; impact factors have no significant difference in registeredpermanent residence; self cognitive factor has significant difference in different familyeconomic conditions, other factors have no significant difference; interpersonal factors havesignificant difference on family upbringing, other factors have no significant difference; selfcognitive factor, the pursuit of success factor present a significant difference on differentgrade; the impact factors in the professional, the degree of hearing loss, different high schoolsources have no significant difference.This study thinks: for the intensity of learning motivation is in a state of medium weak, itis necessary to stimulate students’ learning motivation, in order to let them cherish theirhard-won learning opportunities. This study puts forward relevant strategies of deaf college students learning motivation from three aspects. From the aspect of deaf college students,they should recognize their own advantages to increase self-efficacy gradually; they shouldformulate reasonable learning goals to realize their value industriously. In school, theeducation teaching work should be perfect, strengthen the psychological intervention of deafstudent, strengthen the ideological education to pursue the success, guide the deaf studentsadapt to deal with interpersonal relationship; Basic knowledge of middle school of deafstudents should be completed, strengthen professional learning during first and second grade;Complete college students funding system to help the deaf students who come from poorfamilies can finish their studies smoothly. In family, a harmonious family atmosphere shouldbe built to improve the interpersonal ability of deaf students; family and school shouldcooperation to promote the comprehensive development of deaf students.