A Study On Differences In Geography Learning Motivation Of High Second Grade Students Under The New College Entrance Mode Of Zhejiang Province

The reform of the new college entrance examination is the focus of the present education reform.As one of the first batch of pilot reforms in the college entrance examination reform,the new college entrance examination model was implemented in Zhejiang Province in 2014.The new college entrance examination mode breaks the restriction of liberal arts on the discipline of geography,and provides favorable conditions for the development of geography.At the same time,it also brings new challenges to high school students' learning geography.Learning to learn is the requirement of talent in the age of information and knowledge economy,and learning motivation is one of the important factors that affect the learning of the society.Under this background,the current situation of students'geography learning motivation is urgently needed to study,especially the difference caused by the academic proficiency test and the choice of taking part in the college entrance examination.This research mainly adopts questionnaire survey method,3 point class and 4 general classes of students conducted a questionnaire survey who from grade two senior high school affiliated to Zhejiang Normal University.In addition,there are deep interview with some students and teachers.The survey data are compiled and analyzed by Excel software,and it is concluded that the geography learning motivation of the senior two students has the following characteristics:On the one hand,the geography learning motivation is in the middle low level,and the internal motivation is the leading motive of geography learning.On the other hand,the second grade students geography learning motivation is different between students who choose geography to take part in the college entrance examination and only pass geography examination:?All levels and dimensions of geography learning motivation are all students who choose geography to take part in the college entrance examination,and their learning motivation is significantly higher than that of students who only pass geography examination;?The total score of female students' internal motivation and motivation is higher than that of male students only for geography examination,and there is little difference between male and female students in external motivation;?The differences in gender differences between students who choose to participate in the college entrance examination are not obvious.The research shows that the root cause of this difference is:Students are not very interested in setting up a geography course;Students' sense of self-efficacy is low;The way of attribution is not reasonable and so on.According to the characteristics and influencing factors of the geography learning motivation of the senior sophomores,the corresponding motivational strategies were proposed for senior high school students who choose geography to take part in the college entrance examination and only pass geography examination respectively.The motivational strategies for students who only pass the geography academic proficiency test are:Create teaching situation to stimulate students' interest;Appropriate "sell"geography,establish correct knowledge value;Let students acquire multiple successful experiences and enhance their sense of self-efficacy;Help students conduct attribution training and guide students to correct attribution.The motivational strategies for students who choose geography to take part in the college entrance examination are:Integrating compulsory textbooks and elective materials to enhance teaching effectiveness;Collect other learning materials,and enhance the interest of teaching materials;Creating a good atmosphere for family learning and further strengthen the internal geography learning motivation.