The Applied Research On How School-Based Curriculum Of Career Guidance Promotes Senior Students’ Learning Motivation

Learning motivation has always been one of the core topic of psychological research, and people hope to improve students’ academic performance and learning states by changing learning motivation. The aim of this study is to improve students’ learning motivation through putting career planning school-based curriculum into practice in senior high school, and explore learning motivation’s action mechanism.This study made an investigation of students’learning motivation, taking 480 students of Guangdong Foshan Experimental Middle School as the research objects, the study motivation questionnaire was made by Amabile etc.but was revised by Liping Chi, Ziqiang Xin in 2006 as a research tool. In this study, two classes with lower learning motivation in Senior One were picked out. The experiment was carried out between a career-guidance teaching class and a traditional teaching class. A career guidance curricular was designed according to the information processing Pyramid Model in CIP theory. Afterwards, courses on career guidance(once a week and tens weeks altogether) were arranged among the 51 students in the experimental class. Students were taught from three aspects, including the basic knowledge, skill strategies and executive process of the Pyramid Pattern. They were compared with 52 students in the other class who received traditional courses. After ten courses, these two classes were measured with the Study Motivation Scale. The research will figure out whether the learning motivation has difference before and after the experiment, and discuss how school-based curriculum of career guidance promotes Senior Students’learning motivation.The result of the investigation shows that there are no obvious differences in learning motivation between boys and girls at high school, but there are differences in grades. Students’ learning motivation of senior grade one is significantly higher than that of grade two. There was no significant difference on dimensions of learning motivation and total score between the experimental class and the comparative class at the very beginning, but after career counseling, there were significant differences on most dimensions and total score except the dimension of choosing simple task and the pursuit of return.Research conclusion:The experiential career counseling school-based curriculum designed on the basis of CIP theory can promote the students’ learning motivation.