A Research On The Learning Motivation Of Senior High School Students' Biology Learning With Studying In Mongolian In Tongliao City

This paper investigates the learning motivation of senior high school students' biology with studying in Mongolian in Tongliao city,Inner Mongolia Autonomous Region from 7 dimensions,summarizes the students' motivation,analyses the impact of differences in students' gender,grade,academic achievements,etc.on the motivation of different dimensions,as well as the correlation of different dimensions,and discusses the analysis and results and proposes some suggestions.The author uses the literature research method to review and collect the relevant data of learning motivation,collate and analyze,and has a clear understanding of the research summary,theoretical basis,definition,characteristics and other related theories of learning motivation.Then use the questionnaire survey method to investigate students' biological learning motivation and evaluate.The data is analyzed by SPSS 17.0 software,and the students' biology learning motivation was learned through statistical analysis.This paper discovers that the learning motivation for biology of senior high school students with studying in Mongolian is relatively high and the affiliative drive of biology learning is relatively high and the students' self-improved affiliative drive is relatively low.Girl students' attribution of success or failure level is obviously higher than boy students,while boy students' will level and value level is higher than girl students.The affiliative drive of students of senior 1 is obviously lower than that of students of senior 2 and senior 3;and students' value level increases with the increase of grade.There are obvious differences between students' total academic achievements,biology achievements and biology learning motivation,and the learning motivation of students with good academic achievements is obviously higher than that of students with bad academic achievements.What correlates with general motivations most are affiliative drive of cognition,value and self-efficacy in order.Four teaching strategies are proposed for the current situation of biology learning motivation of Mongolian high school students: cultivating students' interest in learning biology,using timely feedback and incentive strategies,develop self-efficacy,guiding students to make the right attribution.According to the teaching strategy,two specific teaching cases of normal course and experimental class are designed,and the teaching strategies used in the case were briefly explained.The teaching strategies involved in the normal course teaching case include: cultivating students' interest in learning biology,using timely feedback and motivation strategies,and developing self-efficacy strategies.The teaching strategies involved in the experimental class cases include: cultivating students' interest in learning biology,guiding students to make correct attributions,using timely feedback and incentive strategies.This study systematically study the current situation of students' biological learning motivation,and obtained preliminary research results,but the empirical research on the implementation of teaching cases has not been systematically studied.In the future teaching research,I will conduct in-depth research on the teaching strategy and provide comprehensive and systematic teaching strategies for the first-line biology teachers to help them effectively improve their students' biological learning motivation.