The Study On Classroom Motivation Strategies Of Middle School History Teachers

History is an essential part of basic education, and since the basic education reform of our country, it has been widely valued in enhancing people’s knowledge and literacy. The History Curriculum Standard in General Senior Middle Schools even takes ‘to cultivate students’ sound personality and to promote the healthy development of their individuality’ as an end. In the context of curriculum reform, the only way to solve the current education dilemma and achieve efficient teaching is to figure out how to stimulate students’ learning motivation and trigger their enthusiasm and curiosity so as to turn passively accepting into spontaneous exploring.According to psychology studies, guided by the target or the object, motivation is a kind of cause and strength to inspire and maintain individual activities, which is one of the most decisive factor in the study and work in one’s whole life. And therefore, learning motivation, as the decisive factor in students’ studying activities, the level of effort and engagement and the final learning effect, is given great attention. Classroom is the main place for students studying and the interaction between teachers and students. So how does history teacher inspire the greatest level of students’ learning motivation within the time limit set by classroom teaching and on the basis of the organic combination of educational psychology and history? This question is worth exploring. This paper starts with introducing the motivation theory in the field of educational psychology, such as reinforcement theory, hierarchical theory of needs, attribution theory, achievement motivation theory, self-efficiency theory and expectancy-value theory, and with the combination of changes after curriculum reforms, clarifies the reasons of putting forward the classroom motivation strategy from students’ school-weary psychology, expectation and stimulating the internal and external motivations. Then the precondition of implementing the motivation strategy is discussed in terms of student, teacher and environment, and finally sums up the motive stimulation strategy in the classroom suitable for history teachers in the middle school. With the specific teaching cases, this paper makes a visual explanation of motivation strategies including creating problem situation, stimulating the cognitive conflict, arousing learning interest, reasonably rewarding and punishing and adjusting teaching behaviors, so as to realize the harmony of theory and practice, the abstract and the concrete. The research achievements of this paper are of important significance in stimulating learning motivation, improving teaching efficiency and building efficient history class.