Research On Students' Learning Motivation Under The New College Entrance Examination Course Selection System

The "Implementation Opinions on Deepening the Examination Recruitment System Reform Opinions" was issued in 2014,and made a series of major adjustments to the current college entrance examination system,marking the start of a new round of reforms to the examination enrollment system.In terms of the admission model of the unified college entrance examination,the biggest change is that arts and sciences are no longer subject to division.Instead,the results of the “Integrated arts/Integrated science” scores are replaced by the results of academic examinations.This model is an important transformation in the reform of the college entrance examination system.It also provides a broader space for schools to teach students in accordance with their aptitude and students' freedom.In this context,studying the motivation of students' selection of test subjects not only meets the research hotspot of the new college entrance examination,but also is an inevitable requirement to improve student learning performance and help schools provide instruction for elective courses.Firstly,based on literature review and semi-structured interviews,this study analyzed the status of high school education in Zhejiang Province after the implementation of the new college entrance examination system and laid the foundation for the study.Secondly,empirical research was conducted through questionnaires and interviews.Taking Zhejiang Province as an example,an in-depth analysis was made of the relationship between student motivation and learning performance,and scientific and rational data processing methods were used to explore the relationship between the two.Then summarize the status quo and conduct a reason analysis.Finally,based on the results of empirical research,combined with literature data and interview results,this paper proposes suggestions for students how to choose classes in the new college entrance examination model in order to improve students' learning performance and promote their long-term development.The overall changes brought about by the new college entrance examination system for elective education are: liberal arts and sciences,and the choice of space is large;for each subject,there are two opportunities for reelection.The new college entrance examination system has brought new challenges to students: While fully providing freedom of choice,it may also make it difficult for students to make choices about the subjects;multiple examinations and time-sharing examinations may make some students feel that learning pressure is increasing.The new college entrance examination system has brought a new dilemma to the school: At present,the school still lacks experience in how to carry out effective course selection instruction;the compulsory class-shifting teaching also causes difficulties for some schools' teaching arrangements.The new college entrance examination elective system puts forward new requirements for teachers of selected subjects: In the short term,teachers may need to undertake more tasks in teaching work;class-shift teaching requires classroom teachers to participate in student management.On this basis,this study mainly uses self-prepared questionnaires and semi-structured interviews to conduct empirical research.The questionnaires issued include the motivational subscales of student selection and the student learning performance subscale.Among them,the learning motivations of selected subjects include four dimensions: internal motivation,external motivation,social motivation,and achievement motivation.The learning performance subscale includes the learning process.And learning grades are two dimensions.Through the data analysis,the following conditions were found: From the overall situation of students' learning motivation,the types of learning motivation in the students' selective examination subjects are diversified;the more explicit the learning motivation,the better the student's learning performance.From the point of view of different types of learning motivation,in the single motivation,internal motivation and achievement motivation are most conducive to the student's learning process,and achievement motivation is most conducive to the student's academic performance;comprehensive learning motivation is more conducive to student's learning performance than a single learning motivation..In addition,it is easier to obtain good learning performance when a suitable selection of test subjects is selected;the effectiveness of school selection guidance will also affect student learning performance.In view of the above situation,after further interviews and data review,students,schools,teachers and parents are given some suggestions.Students should establish a clear motivation for learning,pay attention to cultivating subject interests,give priority to dominant disciplines,fully understand the content of the study,consider all types of motivation in a comprehensive manner,and must firmly study the will to face setbacks.Schools should strengthen inter-school exchanges,provide effective elective course guidance,rationally arrange teaching,improve student learning efficiency,and enrich teaching resources to improve the quality of education.Parents and teachers should communicate with students on an equal footing and respect students' development aspirations;pay attention to guidance and develop students' correct ideas;advance with the times,improve self,and help students plan and develop.