Research On The Dynamic Development Of The Practical Motivation Of The Master's Degree In Chinese International Educatio

In recent years,the cause of Chinese international education has been developing rapidly.As one of the professional masters,the practical ability of the professional masters in Chinese international education is the focus of training,and whether the practical ability can be improved is closely related to the change of practice motivation.Therefore,it is necessary to study the development and change of practice motivation of master of Chinese international education in order to improve their practice ability.However,in the past,there have been more discussions on the macro theory of the practical ability of master's degree in Chinese international education,but less on the micro quantitative research,and even less on the changes of the practical motivation from the perspective of dynamic development.Based on dynamic system theory perspective,this study uses the self-made questionnaire,Minzu University of China 50 masters of Chinese international education tracking research,respectively before the training,practice,practice before the issuance of a three time node changes practice motivation questionnaire,through the questionnaire data for statistical analysis,to explore the changes of the master of Chinese teaching practice motivation;Through regression analysis and retrospective interviews with 10 Chinese teaching masters,this paper further explores the factors affecting the change of practice motivation of Chinese teaching masters,and defines the stages and results of the effects of each factor.The main conclusions are as follows:First of all,motivation structure system in practice,based on previous research results,combined with factor analysis of the questionnaire data,this study found that the practice motivation of Chinese international education master is mainly includes endogenous motivation,exogenous practice motivation include two categories,the former including interest,enthusiasm,goal,external rewards by four dimensions,which includes dimensions of external pressure.Secondly,it is found that:(1)on the overall level,there is no significant change in the practical motivation of master of Chinese education on the whole at three different time nodes;There was no significant change in the sub-dimensions of the internal and external motivation.(2)there is a big difference in the practical motivation of master of Chinese education.According to the different modes of fluctuating development presented at different time nodes,it can be divided into three groups,namely "up first,down second" group,"down first,up second" group and "other" group.(3)in the two modes of "first down,then up" and "first up,then down",the practical motivation has changed significantly.Different change patterns are born,under the influence of two dimensions,among them,the "first down,then up"model is slightly higher than the endogenous variable by exogenous practice motivation;the "first up,then down" model is the practice of endogenous motivation change slightly higher than the motivation caused by exogenous practice;in the "other" model,the internal differences in the development of the practice motivation of the master of Chinese education are large,so there is no significant difference in the overall practice motivation of this group at different stages of development.Again,the cause of development and change of practice motivation of Chinese international education master is that:(1)the regression analysis results show that the undergraduate majors in the development of both early and late can have an important impact on endogenous practice motivation,personal satisfied with the training before learning state whether the initial impact on practice of endogenous motivation,who in the middle of the development impact on practice of endogenous motivation;The undergraduate major in the late stage of development will have an important impact on the practice motivation of foreign students.Undergraduate majors and individuals' satisfaction with self-learning state have certain influence on the change of practice motivation of master of Chinese education.(2)the interview results further reveal the intrinsic interest in enthusiasm,curriculum arrangement,future planning,adaptation,professional domestic employment pressure and so on.Many different factors respectively applied to Chinese international education master's internal interest,goals,enthusiasm and other different dimensions,such as external rewards,external pressure at different stages for different people have different impact,eventually lead to the dynamic change of practice motivation.At the same time,these influencing factors do not affect the practical motivation alone,but often interact with each other to form a complex set and jointly influence the practical motivation of the master of Chinese education.Finally,based on the above research results,the Chinese international master degree of education practice motivation of ascension and practice ability training and other related problems are discussed,put forward the following countermeasures:the school curriculum,training mode need to fully understand the students on the basis of improvement,increase the cultural content,skills,enrich the theory courses,increase the depth of the theory of curriculum;Master of Chinese education should make a reasonable plan for himself on the basis of understanding himself,recognize his own advantages and disadvantages,and clarify the direction of his efforts,so as to improve his practical motivation in the study and practice of Chinese international education,achieve better results in practice,and constantly improve himself.