Comparative Study On High Students’ Motivation T Owards Geography Learning At Different Grades

Geography education plays an important part in the development of high school stu dents, and it is beneficial to the students’ lifelong development. Cognitive drive, ego-enh ancement drive and affiliated drive are basic parts of students’ learning motivation. And t heir proportion which is very important in it is affected by students’ age, cognition, emoti on, attitude, knowledge and the changing learning environment. of students’ learning mo tivation. Therefore studying different students’ learning motivation in different grades be comes an important subject in geography teaching.This paper expounds the research background of different grade students geography learning motivation and meaning, and mainly expounds the drive learning theory of Ausubel, combined with the related research results at home and abroad present high school geography learning motivation in different grade, the current status of research were reviewed, cognitive theory and practice basis for this study.Based on the research papers need to formulate the corresponding questionnaires, in Xishuangbanna national high school grade five, choose three class survey. A total of 719 questionnaires, the questionnaire recycling questionnaire 719, the recovery rate of 100%. Through the analysis of the six test questions, select effective questionnaire 653, questionnaires were effective rate was 90.8%.Through the questionnaire data analysis, comparison, found that the students of grade five of the differences in geography learning motivation mainly include:cognitive drive at the new moon to higher gradually reduce, up to three increased; Drive improvement in the first to the second day of the rise,2 reduced to higher, up to the school to rise again, two to three; Affiliated drive in the first to the second day rise more, from early to school gradually reduce, two to three rose slightly. Boy geography learning motivation difference is small, the girl’s geographic differences in learning motivation.Through the questionnaire data analysis, found that the student’s geography learning motivation is weak. Through investigation, analysis, interview, inductive, found that the students geography learning motivation is weak for the following reasons:a student is not reasonable attribution effectively; Learning environment for students’ geographical influence is not enough; Some bad phenomenon in the society, the family has affected the student’s geography study.According to students’ geographical situation, in order to improve the student’s geography learning motivation, can take the following measures:to help students to set up the appropriate geographic learning objectives; Guide the student to carry on the reasonable effective attribution; For students to give effective evaluation; Creating a favorable geographic learning environment; Improve the students’ geographic learning drive.