Research On The Characteristics Of Learning Motivation Of High School Students In High-efficiency Mathematics Learning

At present,senior high school students have too much learning pressure,and improving learning efficiency is one of the important means to reduce pressure.As we all know,learning efficiency has a lot to do with the level of learning motivation.The important factors of high school students' mathematics learning effect and efficiency include mathematics learning motivation.The research first combed the relevant literature,referred to the views of many scholars,preliminarily determined the dimensions of the study's learning motivation,and selected the questionnaire of high school students' mathematical learning motivation characteristics,including three dimensions of cognitive motivation,external motivation and achievement needs in mathematics.The questionnaire includes 20 questions(in addition,add 2 repetition questions as lie detection questions,22 questions in total).The overall ? coefficient of the questionnaire is 0.902,and the validity data all meet the requirements.The above test results show that the structure of the questionnaire is reasonable and the stability is high,which can be used as a measurement and investigation tool for high school students' mathematical learning motivation characteristics.After selecting the research tools,we investigated the overall level of mathematics learning motivation and the specific characteristics of three-dimensional motivation of senior high school students,and analyzed the data with SPSS.The final conclusions are as follows:(1)The high school students with high efficiency in mathematics learning have significantly higher intensity in the two dimensions of mathematics learning motivation total score,mathematics achievement demand and cognitive motivation than the individuals in the low efficiency group and the general group,while the difference between the groups in external motivation is not significant.(2)As for the correlation between mathematics learning motivation and learning efficiency,there is a great possibility that mathematics learning efficiency is moderately correlated with cognitive motivation,and the higher the efficiency is,the stronger the cognitive motivation is;there is no significant correlation between mathematics learning efficiency and external motivation;there is a great possibility that mathematics learning efficiency is highly correlated with achievement needs,and the higher the efficiency is,the more achievement needs are strong.(3)Taking the needs of mathematics achievement,cognitive motivation andexternal motivation as independent variables,and mathematics score as dependent variables,the multiple linear regression analysis shows that the three dimensions of learning motivation have a very significant positive impact on mathematics learning achievement,that is,for any dimension of motivation,there are: Within a certain range,the stronger the motivation,the better the mathematics achievement.In addition,from the interviews with teachers,parents and students,the two typical high-efficiency mathematics learning cases have a strong desire for knowledge of mathematics,and will work hard for their own mathematics achievements,but the parents have different opinions on whether they need rewards for good achievements.The cognitive motivation and achievement needs of the students who reflect the high efficiency of mathematics learning are generally higher,while the external motivation has no obvious characteristics.Teaching suggestions: pay attention to the cultivation of high school students' mathematics achievement needs,the mutual promotion of three-dimensional learning motivation,and the cultivation of high school students' mathematics learning habits.