Investigation And Strategy Research On Junior High School Students' Chinese Writing Motivation

The results of writing will be affected by the motivation,the correct setting of Chinese writing motivation can improve learners' interest in Chinese writing,can improve the level of learners' Chinese writing ability.However,the author found that in the actual teaching practice,many students have weak motivation or even lack of motivation phenomenon.In this regard,the author believes that to find out the factors that cause the decline or lack of motivation can make teachers clearly understand the problems of students in Chinese writing learning,and then put forward some solutions to help students solve the problem of the decline or lack of motivation.In this study the author with the help of internship opportunities to F D school ninth grade,select some students and teachers as the research object to carry out the investigation,using literature study,questionnaire survey method,interview method,explore the junior middle school students have the strength of the Chinese writing motivation and motivation and the influence factors of lack of motivation.Through the author's investigation,it is found that students' confidence in writing,teachers' teaching and their own quality are the most important internal and external factors that affect junior middle school students' lack of motivation in learning Chinese writing.In addition,there are other factors that also affect the motivation of junior high school students' Chinese writing.For example,learners' learning experience,learning strategies,learning ability,learning confidence,learning interest,learning environment and parents and peers,etc.Based on these influences,the author summarizes three dimensions: learners themselves,teachers' guidance,the environment in which students grow and the parents who accompany them.From these three dimensions to analyze the research and give the corresponding strategy to stimulate junior high school students Chinese writing motivation,so as to improve their Chinese writing learning effect.In the literature review,the author searched relevant literature since 2019 mainly from the key words of how to define motivation,how to classify motivation,the theoretical basis of motivation deficiency,the definition and classification of writing motivation,and sorted out,summarized and analyzed after browsing relevant books and electronic literature.The results show that many scholars at home and abroad have studied the factors affecting motivation deficiency,and the research results are very comprehensive.Among so many influencing factors,students' interest in learning objects and teachers' teaching factors have the most extensive influence.The author thinks that junior middle school students' Chinese writing motivation is motivated by internal and external learning motivation,which should be comprehensively and accurately analyzed.The theoretical basis of motivation deficit is based on the three-level theory of motivation and self-determination theory to analyze the main factors of motivation deficit of students' sense of autonomy,sense of competence and sense of belonging.These theoretical foundations provide strong theoretical support and guidance for the investigation and research of this paper.In the literature review based on the research and the author's own practice experience,to focus on students' Chinese writing motivation,will start from the internal and external motivation of junior high school students Chinese writing,on the basis of teachers' dominant,the students,introduce students internal motivation,such as: interest in learning,self-confidence,learning methods and skills,learning experience,etc.External motivation in students' Chinese writing,such as: writing courses,teachers,teachers teaching method,emotion,for multimedia usage,etc.),schools(whether lecture and recitation of Chinese writing activities),parents(whether to give students more encouragement,attaches great importance to the students' Chinese study methods and results of writing,etc.),whether benign competition relationship between peers,etc.Through the analysis of questionnaire interview results,the author puts forward corresponding strategies: first,to understand and meet the needs of students,cultivate students' writing motivation.Second,use a variety of teaching methods to stimulate students' writing motivation.Third,the rational use of reward and punishment mechanism,appropriate development of learning competition.Fourth,give effective feedback to students andstrengthen their writing motivation.Fifth,correct self-evaluation and improve self-efficacy.Through these strategies,help students in the learning of Chinese writing process,cultivate and stimulate the writing motivation,improve the lack of motivation in Chinese writing status quo,improve students' Chinese writing level.This research is carried out on the basis of previous research,and cleverly combines the research results of writing motivation with practice.In the process of application,both students,teachers and parents benefit a lot.In the aspect of students,students' confidence in writing learning is greatly improved and their motivation to learn Chinese writing is cultivated.In the aspect of teachers,teachers' writing teaching quality is greatly improved,and writing teaching methods are flexible and diverse,which further stimulates students' motivation for Chinese writing.In the aspect of parents,it improves their attention to Chinese writing and encourages students more,thus strengthening students' motivation to learn Chinese writing.