| The new curriculum reform emphasizes that the biology classroom should be oriented toward all students,improve the students' biological science literacy,and promote inquiry-based learning.Our teaching should not only pay attention to students' achievements but also pay attention to students' development so that students know how to learn and be willing to learn.In the teaching process,the most significant purpose of teachers is to cultivate students' curiosity and make studying become a hobby of them.For students,the fundamental impetus of the learning comes from learning motivation.The influencing factors and inspiration of the learning motivation are not only an important topic for educationalists,but also an essential knowledge and skills for educators.The investigation used Maslow's hierarchy of needs theory and Weiner's attribution theory as the guide to study the current status and influencing factors of junior students' biological learning motivation in Xinjiang province.We used Liu bingyan's questionnaire on junior high school students' biological motivation and junior high school students' motivation factors to do our investigation.We selected two junior high schools with relatively different teaching quality to issue questionnaires in Shihezi city.The investigation was conducted in three aspects of learning motivation,motivational factors,and need level.We investigated in different grades,genders and schools.After the questionnaire data was processed and analyzed,the conclusions were obtained and improvement strategies were proposed.The research results show that: At present,junior high school students have a general level of motivation in learning biology courses,and external learning motivation is obviously lower than internal learning motivation.For student learning,the main motive is internal motivation,which is the same as previous research findings.The junior high school students in different grades have quite significant differences in the internal motivation of learning biology.The seventh grade is higher than the eighth grade,and there is no difference between external motivation and overall learning motivation.Students of different genders have significant differences in external motivation and overall motivation.Male's external and overall learning motivation is higher than that of female,and there is no difference in internal motivation.Students in key and non-key schools have significant differences in external learning motivation.Students' motivation of external learning in key school is higher than that of non-key schools,and there is no difference between internal motivation and overall learning motivation.Students in different grades have significant differences in biological values and biological study style among factors that affect the motivation of learning.Different grades have significant differences in biological values and biological study style among factors that affect the motivation of learning.The seventh grade is more reasonable than the eighth grade in biological values and is superior to the eighth grade in biological study style.The other six factors are not significantly different.Students of different genders have quite significant differences in the level of need and positive attribution.Male's scores are higher than female's in the level of need and positive attribution.The other six factors are not significant.Different schools have significant differences in biological values,biological textbooks,biology teachers,teacher-student relationships,and biological study style.The average value of non-key schools in these areas is higher than that of key schools.The other three factors are not significant.Different grades have significant differences in their security needs.The safety needs of the eighth grade are higher than those of the seventh grade,and the other four differences are not significant.Students of different genders have significant differences in the need for self-realization,respect,belonging and love.Male need higher self-fulfillment,respect,belonging and love than female,and there are no significant differences between the other two needs.The differences in the self-fulfilling needs of different schools are very significant.Students in non-key schools are more self-actualized than the key schools,and the students' needs of security in key schools are higher than those in non-key schools.The external motivation of students' biological learning at the stage of compulsory education is significantly affected by negative attribution,learning atmosphere and various needs.The order of influence is hierarchy of needs,negative attribution,and biological study style.The internal motivation of the students in the compulsory education stage is significantly affected by the biological textbooks,biology curriculum teachers,and values of learning biology.The order of influence is biological textbooks,biology curriculum teachers and values of learning biology.Based on the above findings,the author combs out the possible problems of junior students' biological learning motivation in Xinjiang and proposes some suggestions from different perspectives: We must pay attention to students' multiple needs,including establishing a learning environment that makes students psychologically safe and giving students the love and respect.Teachers should guide students to learn positive attributions,including focusing on feedback information and training students to find reasons for success or failure.We should make full use of non-material rewards to improve students' external motivation level,and correct students' biological values and bad biological study wind.We should improve the quality of biological teachers,use textbooks rationally,and develop new curriculum resources.We must adopt more formative assessments and seldom use relative evaluation and summative assessment.We should guide students to maintain learning motivation. |
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