Research On The Application Of Motivational Teaching Strategies In The High School Philosophy Courses

Incentive teaching strategy refers to the concrete ways and strategies adopted in order to achieve the teaching goal and improve the teaching efficiency,improve the enthusiasm and self-confidence of the person,stimulate the inner potential of the person,and finally achieve the goal of the self-conscious and active development of the motivated person.It has the characteristics of encouraging students' confidence,encouraging students to advance,awakening the students' internal motivation and feedback the advantages and disadvantages of the students.Philosophy class in senior high school is boring and abstractly difficult to understand,which increases the difficulty of learning and results in the loss of confidence and interest in learning the course,thus reducing the teaching efficiency.Applying incentive teaching to philosophy course in senior high school can not only improve the above problems,that is,stimulate students' interest in learning philosophy course,and enhance students' confidence in learning philosophy course.It is also helpful to improve students' ability to study philosophy and to build harmonious relationship between teachers and students.However through the investigation,it is found that there are many problems in the practical teaching application of incentive teaching strategy,which hinders the exertion of incentive teaching function.First of all,teachers are not aware of the role of motivation teaching,most teachers have a shallow understanding of the role of motivation,and think that the main purpose of using incentive strategies in class is to improve students' interest in learning,and ultimately to improve the efficiency of classroom teaching and improve students' academic achievement.The influence of motivation teaching strategy on students and the value of more aspects are ignored.Secondly,it is one of the most prominent problems.That is,the form of teacher incentive teaching is too simple.Language motivation is the most commonly used motivation for teachers because language motivation saves time and effort,but frequent use only makes students feel tired,which is not effective enough.The third is that teachers' timing of incentive teaching is not accurate enough,and motivation lag often occurs.Fourth,the fairness of motivation in teaching needs to be further improved,and some educators encourage students according to their preference for students in the classroom.They prefer to encourage students who perform well,do well or are more active,and are always critical of those with poor grades,especially poor discipline.Fifthly,the pertinence of motivation in teaching is not enough,that is,when teachers encourage students,they do not adopt the corresponding motivation mode and language according to the specific situation.For the above problems,combined with the reality of the situation and conditions,this paper puts forward a number of suggestions.First,strengthen the study of incentive theory,improve the quality of teachers.Teachers need to integrate motivation into educational activities,so that every student can receive appreciation from teachers,which will arouse the unlimited potential of students.Second,we need to explore a variety of incentives and flexible use.We should deeply understand all kinds of incentive mode,and combine the actual situation to select the incentive mode.Third,accurately grasp the incentive opportunity and timely feedback.When teachers encourage students,they must grasp the best period in order to achieve better results.Fourth,all students are treated equally and encouraged fairly.Teachers should treat each student objectively.Fifth,targeted incentives.In order to achieve better results,teachers should communicate with students and parents and understand the characteristics of each student in depth.