| Motivation derives from Latin, whose origin is "impetus" and "to the action". The complete appearance for motivation as the psychological books’titles is in the1930s; therefore, motivational problems are still in a frontier of psychology. Regardless of the west or east, there had been various ideologies of motivation emerged in very early time. For example, concepts of "Would not explain unless one is desperately anxious to learn" from Confucius and Socrates’"Maieutics" are the early classic heuristic education for human.It has always been one important issue for teachers that how to stimulate the students’learning motivation to make them in better studying. Since ancient times, a large number of examples have confirmed that the good motivation of study is conducive to good teaching efficiency. ARCS motivational design mode was proposed by John·M·Keller, Professor of psychology of University of California, the US. ARCS theory including Attention, Relevance, Confidence and Satisfaction mainly concern to the variation of students’mentality and emotion, which corresponds to the perspective of curriculum insisted in the present geographic course standard.Now the view of new curriculum gives emphasis on students’ development. The disciplines are set and implemented based on students’life experience to form the courses according to students’physical and mental characteristics; the subject of curriculum construction is not about teaching knowledge, but about the development of students. A fundamental philosophy of geographic course is to meet students’different demands in geographic study, and students’ satisfaction after studying certain geographic knowledge is also an important requirement. The current teaching focuses on creating teaching situation. The establishment of teaching situation on the basis of learning motivation generation as well as learning motivation maintenance can undoubtedly achieve better teaching results. |
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