A Study Of The Relationship Between Chinese Learning Burnout And Motivation State In Chinese Major Classes Of Traimit Middle School

In the emotional study of Chinese learning,"learning motivation" is an important content.Since the 1990 s,some scholars of motivation strategies have begun to try to find ways to improve and develop Chinese teaching practice by studying the results of the study of foreign language learning motivation.Research shows that the phenomenon of negative changes in motivation is one of burnout.The major symptoms and causes of burnout are due to the self-contradiction and self-conflict in the individual,which makes the individual negative and forms burnout.This study examines the relationship between learning burnout and motivational states in Chinese and associates Chinese learners' self-concept,motivational development,and negative emotion changes.This link provides a theoretical basis for the study and application of Chinese learning burnout.And data support.In this study,the adapted “Chinese Learning Burnout Scale” and the translated Gardner AMTB Motivation Scale were selected as the measurement tools.The quantitative study was conducted on 68 subjects surveyed by six grades in the Chinese key class at the Traimit Middle School in Bangkok,Thailand.The following main research conclusions have been obtained: 1.About 1/4 of the students in the Confucius Classroom Chinese key class in the Confucius School had a learning burnout,and more than half of the students had a tendency of learning burnout in Chinese;2.The Confucius Classroom Chinese Key Course in the Confucius School Among the students in grades 3,5,and 6 in grade 3 students have more obvious learning burnout and more burnout than those in other grades;3.Students with HSK grades 2 and 3under different Chinese proficiency levels The degree of learning burnout is higher;4.The three dimensions of motivational status are basically positively correlated with learning burnout in Chinese,that is,the higher the level of motivation of students in Chinese learning(the greater the level of Chinese language learning efforts,the more active the attitude towards Chinese learning,and the greater The stronger the desire to learn,the lower the learning burnout in Chinese.When multiple regression analysis was used,it was found that the “difficulty” and “learning attitude” dimensions in the motivation state have a more significant effect on learning burnout.The above research results reveal that in the practice of Chinese teaching: 1.To enhance students' self-confidence in learning Chinese.In teaching activities,teachersmust not only allow students to have self-confidence,but also allow students to believe that they are the masters of the entire learning process.The results of Chinese learning are determined by themselves.Only by actively treating Chinese learning can we ease or even eliminate the sense of fatigue and powerlessness in the learning process;2.We must strengthen the internal motivation of students to learn Chinese,which is mainly to improve the "autonomy" of students learning Chinese;3.To help students establish And achieve Chinese learning goals;4.Atmosphere of Chinese learning environment;5.Graduation class students to learn the pressure.