Investigation And Analysis On The Current Situation Of Learning Motivation Of Secondary Vocational Students

As an important part of vocational education system,secondary vocational education shoulders the important task of training hundreds of millions of high-quality workers and is the foundation of China’s economic development.The state has taken a series of measures to ensure the development of secondary vocational education,such as optimizing the education mechanism and improving the funding mechanism.However,at present,China’s secondary vocational education is still facing many difficulties and problems,the quality of secondary vocational school students and the overall quality is declining,the learning state is generally poor,and the contradiction between the requirements of lifelong learning and the current situation of secondary vocational students.The solution of these problems depends on a variety of factors,but for secondary vocational schools,stimulating the learning motivation of secondary vocational students is an important guarantee to improve the quality of secondary vocational education.Only by solving the problem of learning motivation of secondary vocational students,can we really improve the level of secondary vocational education,implement the relevant national policies to promote the development of vocational education,solve the prejudice of traditional culture and the restrictions of the quality of students on the development of secondary vocational education,and cultivate good learning habits and behavior habits of secondary vocational students,so as to cultivate high-quality talents to meet the needs of social development High quality skilled talents.Based on the reality of secondary vocational education,this study adopts the revised questionnaire of middle school students’ learning motivation by Professor Liu Zhijun and the questionnaire of influencing factors of learning motivation,selects 902 students from X secondary vocational school as the survey objects,and conducts semi-structured interviews with 30 secondary vocational students and 5 teachers to investigate the current situation of secondary vocational students’ learning motivation,This paper analyzes the problems and reasons of secondary vocational students’ learning motivation,discusses the factors that affect the learning motivation of secondary vocational students,and puts forward the methods and strategies to stimulate the learning motivation of secondary vocational students,so as to promote the learning of secondary vocational students and effectively guarantee the quality of secondary vocational education.Based on the results of investigation and interview,the following conclusions are drawnThe overall learning motivation of students in X secondary vocational school is at the medium level.There is no significant difference in the overall level of learning motivation among the three types of secondary vocational school students,but there are significant differences in some dimensions among different types of secondary vocational school students.In terms of grade differences,the overall level of learning motivation in grade one is significantly higher than that in grade two,but there is no significant difference between grade one and grade three,grade two and grade three In terms of gender differences,the overall level of learning motivation of boys is slightly higher than that of girls,but there is no significant difference.However,the learning self-efficacy of boys is significantly higher than that of girls;in terms of source differences,the overall level of learning motivation of secondary vocational students from rural areas is slightly higher than that of secondary vocational students from urban areas,but there is no significant difference between the two;in terms of school choice intention,the overall level of learning motivation,learning self-efficacy,mastery orientation and learning interest of secondary vocational students are significantly different In terms of father’s professional differences,the overall level of learning motivation,learning self-efficacy,mastery orientation and learning interest of the secondary vocational students whose father is a farmer are significantly higher than those whose father is an individual business person;in terms of mother’s professional differences,the overall level of learning motivation,mastery orientation and learning interest of the secondary vocational students whose mother is a farmer are significantly higher than those whose mother is a worker The learning self-efficacy of secondary vocational school students with individual business personnel is also significantly higher than that of secondary vocational school students whose mothers are individual business personnel.Among the influencing factors of learning motivation,students themselves,family and school have different degrees of influence on the learning motivation of secondary vocational school students,among which students themselves have the greatest influence,followed by school factors,and the third is family factors;among the influencing factors of students themselves,emotional state,learning attitude,and their ability level have a greater influence on learning motivation;among the influencing factors of school,students’ learning attitude and ability level have a greater influence on learning motivation,Class atmosphere,learning atmosphere,teachers’ teaching level and course content have great influence on learning motivation;among the family factors,mother’s attention to learning,parents’ and relatives’ expectation of my learning,father’s attention to learning have great influence on learning motivation.Through the analysis and discussion,this paper puts forward the following suggestions to stimulate and cultivate the learning motivation of secondary vocational school students:help students make clear their learning objectives,do a good job in career planning,and correctly understand the significance of learning.It can help students to improve their self-efficacy and confidence in their learning ability,and help students to actively experience their learning state and improve their learning interest and emotion management ability.