Investigation And Research On The Geographic Learning Motivation For Junior High School Students In The Township ——Take Mengzhou City As An Example

The uneven distribution of educational resources between urban and rural areas and the large differences in education level are problems that cannot be ignored in China's basic education reform.There are certain influencing factors for students' geographical learning motivation,including the lack of self-confidence of junior high school students in townships,insufficient geographical learning resources,lack of attention to geography courses,low geography teaching level,poor learning effect,and slightly casual classroom teaching,etc.Therefore,investigating and studying the current situation and existing problems of geography learning motivation of township junior high school students,and exploring ways to improve the geography learning motivation of township students in combination with the teaching practice of township schools,which is of positive significance for improving the quality of geography teaching in township junior high schools.First of all,this paper briefly summarized the research status of geography learning motivation and geography learning for township students.Secondly,on the basis of the existing questionnaires and the actual situation of school students,a geography learning motivation questionnaire for junior high school students was compiled.And two classes were selected in the seventh and eighth grades of five township middle schools in Mengzhou City to carry out questionnaires and classroom observation.This study surveyed a total of 814 students and interviewed 10 geography teachers.Finally,SPSS software was used to analyze the reliability and validity of the questionnaire to ensure the reliability and validity of the questionnaire.The study found that:(1)The overall geographical learning motivation of township junior high school students is at a medium level,and there are large differences between individuals.The external motivation of students' geography learning is stronger than that of internal motivation.The individual differences in external learning motivation is small,and the individual differences in internal learning motivation is large.The level of motivation for the pursuit of honor is the highest;(2)From the perspective of different grades,the overall level of geographical learning motivation of seventh-grade students is higher than that of the eighth grade,and the internal differences of individuals are smaller than those of eighth graders.The internal motivation for geography learning of seventh-grade students is stronger than that of the eighth grade,and the external learning motivation of eighth-grade students is stronger than that of the seventh grade.(3)The impact of learning interests on students in different grades is the greatest.The impact of learning purpose,learning will,self-efficacy,academic performance,attribution of success or failure,geography teachers,geography classrooms,geographical practice activities and other factors on the geographical learning motivation of students of different grades has both similarities and certain differences.On the basis of the analysis of the survey results,the problems existing in students' geographical learning motivation were summarized from three aspects:students,teachers and schools.Aiming at the problem,the following strategies to improve the geographical learning motivation of junior high school students were proposed:(1)At the student level: pay attention to geographical learning and improve the internal motivation of geographical learning;understand the social significance of geography and strengthen the motivation of geographical learning;correctly view geographical achievements and improve self-efficacy.(2)Geography teacher level:update the educational concept and enhance students' classroom experience;adopt different teaching methods to improve students' geographical learning motivation;homemade geography teaching aids to stimulate students' interest in learning.(3)School level: Encourage geography teachers to improve their teaching ability;improve geography teaching equipment;carry out geographical practice activities regularly.