Research On The Status Quo And Training Strategies Of Junior High School Students' Morale Learning Motivation

Ideological and moral education is a comprehensive compulsory course that promotes junior high school students' behavioral literacy and healthy moral development.The importance of their learning is self-evident.Learning motivation is a powerful motivating force that motivates students' learning aspirations and intentions,motivates and guides students' learning,and is an important condition for students to engage in learning activities,conduct effective learning,and achieve learning goals.The author found out through my internship in 35 of Hohhot that some students did not have a strong desire to study ideological and moral education and did not have sufficient motivation and interest in learning.From the perspective of educational psychology,that is,students lack learning motivation in the study of ideological and moral lessons.In order to understand the current status of junior high school students' ideological and moral learning motivation and explore the underlying causes of their lack of motivation,this study provides practical solutions to stimulate and train student ideological and moral education.The author conducted field research and conducted a special study on this.In this paper,300 students from grades 7th,8th,and 9th in Hohhot were selected as the object of the questionnaire survey,and according to the classroom observations and interview records of teachers and students of some teachers,the status of learning motivation of ideological and moral lessons for junior middle school students was understood and grasped..Through the survey,it was found that many students had problems with the lack of motivation for learning ideological and moral lessons.The author believes that this can be mainly attributed to the lack of two aspects.The first is the lack of internality and originates from the students themselves.First,students mistakenly believe that ideological and moral lessons are boring courses,lack of willingness to learn ideological and moral lessons,and lack of motivation for learning.Second,some students have a low sense of self-efficacy,and they think that their hard work will not necessarily succeed.Lack of self-confidence;third is the lack of motivation caused by negative success or failure attribution.The second is the lack of externality.The first is the traditional teaching philosophy of ideological and moral teachers,the lack of a single teaching method,and the lack of personal charisma.Second,many schools focus on the unilateral understanding of light and moral education and the traditional school-running concept with the aim of furthering studies.Third,most parents The comprehensive influence of ethical and moral education and teaching has made our junior high school students not realize the true value of the curriculum,and they have no strong learning needs and goals.The study of ideological and moral classes has always been passive and inefficient.status.In view of the above factors,this paper believes that students' learning motivation should be cultivated from students and their parents,teachers,and schools.In terms of students,first,according to Bandura's self-efficacy theory,students are recommended to actively participate in classroom activities,self-psychological cues,and set learning goals that are challenging and that can be achieved through hard work and have clear assessment criteria.To constantly improve self-confidence and courage,so as to cultivate their own higher sense of efficacy.Second,according to Weiner's motivational attribution theory,it is suggested that students should self-attribute from “self-effort” and “real-life situation” to help students gradually increase their motivation through positive attribution.On the aspect of parents,parents are advised to increase their emphasis on ideological and moral education and to influence students by paying more attention to their children's ideological and moral learning and bringing children to related cultural and educational sites.In terms of teachers,it is proposed to improve teaching methods and teaching methods by establishing a comprehensively developed teaching concept and an interactive educational concept.Emotional teaching methods,case teaching methods and appropriate learning competitions can be flexibly used to improve the attractiveness of the curriculum to students,thereby stimulating their inner curiosity and enhancing their learning motivation.In terms of schools,schools are advised to break the awareness of the subject and improve students' correct learning attitude by increasing the emphasis on ideological and moral education.In addition,through enriching extracurricular activities in the ideological and moral disciplines,students' active participation is promoted,students' cognition and feelings about society and life are improved,so as to deepen the real understanding of ideological and moral teaching content and foster interest in learning.Comprehensively adopt three measures to gradually change the junior and middle school students' single,closed ideological and moral learning status,conform to the pace of the times,allow students to learn in a new learning environment,stimulate the learning motivation of junior high school students' ideological and moral lessons,and make full use of Under the condition of the proper function of the ideological and moral lessons,students are encouraged to participate in ideological and moral lessons so as to guide and help students form a correct world outlook,outlook on life,and values.