Research On The Present Situation And Contributing Factors Of Mathematics Learning Motivation Of Senior High School Students In Rural Area

Mathematics learning motivation is one of the core elements of non-intelligence factors as a dynamic factor affecting students' mathematics learning behavior.What is the current situation of high school students' mathematics learning motivation in rural areas? What are the reasons for the present situation of high school students' mathematics learning motivation in rural areas? What are the strategies to cultivate and stimulate the motivation of senior high school students in rural areas? All these are the questions to be discussed in this study.Taking the high school students of the township-level complete middle school in Tongwei County of Gansu Province as the research object,I used questionnaire method and Excel 2010 to study the motivation of mathematics learning from five aspects:cognitive drive,self-improvement drive,affiliated drive,self-efficacy and willpower.Next,the independent sample t test of SPSS23.0 software was used to analyze whether there were significant differences in gender,grade,liberal arts and Sciences among senior high school students in rural areas,and used one-way ANOVA to analyze whether there were significant differences among the five age groups.Finally,I analyzed the reasons for this situation by combining interviews and case studies,and put forward strategies to improve the motivation of senior high school students in rural areas in Mathematics Learning.Through the study of the present situation and causes of the high school students' mathematics learning motivation in rural areas,I found that:(1)Because the content of the textbook does not accord with the students' reality and the teaching design is unreasonable,the students' interest in mathematics learning is general,and the thirst for knowledge is weaker.In addition,there are significant differences in cognitive drive among students of different subjects and grades.(2)Due to the importance attached to college entrance examination,students' self-improvement drive is more stronger,and students of different subjects,16-year-olds and 20-year-olds have significant differences in self-improvement drive and academic goals.Students of different genders also have significant differences in academic expectations.(3)Because high school students in rural areas mostly boarded out of school,their affiliated internal drive is general.Theydiffer in the performance of their classmates,parents and teachers,besides there are significant differences in affiliated internal drive among students of different disciplines and genders.Students aged 17 and 19,16 and 19 have significant differences in affiliated internal drive and teacher factors.There are significant differences between17-year-olds and 19-year-olds in the factors of affiliated internal drive among classmates.(4)Because of the unsatisfactory test results,the students' self-efficacy is general.There are significant differences in students' self-efficacy among different subjects.(5)Because of the temptation of the outside world and the immature psychological development of students,students' willpower in mathematics learning is relatively weak.And there are significant differences in self-control between 20-yearold students and 16,17 and 18-year-old students respectively.