| The reform of the college entrance examination and enrollment system is a key area and a key link in the reform of the national education system.As one of the third batch of pilot comprehensive reform of the college entrance examination,Fujian Province launched the new “3+1+2” college entrance examination reform mode in 2019.In this context,a series of changes have taken place in the discipline status,teaching content and teaching organization form of senior high school geography,so geography has ushered in the “spring”.The subject selection mode of the new college entrance examination reform breaks the original limitations of arts and science,emphasizes the students’ interests and choices,gives students great independent choices,and brings new opportunities and challenges to students’ geography learning and geography teachers’ teaching.Moreover,geography learning motivation is an important non-intellectual factor that influences and inspires students’ geography learning,and it plays a crucial role in the effectiveness of geography learning.The performance of different groups of high school students in geography learning is obviously different.Under the background of the new college entrance examination reform,the research on the influence on the geography learning motivation of high school students is of certain theoretical and practical significance.This study mainly adopts the questionnaire survey method.Taking Fuzhou 18 middle school for example,the study selected 406 students as the research object,combining with the long-term classroom observation and the corresponding depth interviews with teachers and high school students.Finally,the software of Excel and SPSS was adopted to sort out the survey data and carry out statistical analysis,so the results are as follows: First,the geography learning motivations of Senior One and Senior Two students are generally at the upper middle level,in which the internal motivation is significantly higher than the external motivation and the former occupies a dominant position.Second,there are obvious differences in the geography learning motivations of Senior One Students who have not selected the selective examination,due to“preparatory examinations” and “pre-selection examinations”: For geography learning motivation of all levels,dimension and intensity,the data of pre-selection examinations is higher than that of preparatory examinations,so the geography learning motivation of students taking geography pre-selection examinations is significantly higher than that of students taking geography preparatory examinations;The overall motivation level of the students taking the geography examinations is general,in which the internal motivation is higher than the external motivation;The overall motivation level of students taking the geography pre-selection examinations is good,among which the internal motivation is significantly higher than the external motivation.Third,the geography learning motivation of students who have chosen geography is influenced by their own factors,and the overall geography learning motivation is high,but there are some differences due to the different combinations of subject selection: the internal motivation level of students who have chosen geography is much higher than the external motivation level;In different combinations of selected subjects,the overall motivation level,subdivided internal motivation and motivation strength of the “Physics-Geography” group are higher than that of the “History-Geography” group.Fourth,there are also differences between Senior Two Students who have selected geography examinations and Senior One Students who have not selected geography examinations.Generally,the level of external motivation of Senior One Students is higher,the level of internal motivation of Senior Two Students is higher,and the level of overall geography learning motivation of Senior One Students is slightly higher than that of Senior Two Students,but it is mainly affected by the external motivation.From the perspective of motivation strength and various dimensions,the motivation level of Senior Two Students is higher.The main reasons for this difference include: The influence of the new college entrance examination subject selection model on students’ independent choices,which leads to the influence of various factors.Specifically,it shows students’ interest in geography,college enrollment major needs,students’ career development plan,and school and family environment influence.According to Pearson correlation analysis method,this paper deeply explores the main factors affecting high school students’ geography learning motivation and its mechanism under the new situation.It is concluded that the six influencing factors are positively correlated with high school students’ geography learning motivation.Among them,personal cognitive factors and high school students ’ geography learning motivation level and motivation intensity are extremely significant strong correlation.According to the overall characteristics and main influencing factors of geography learning motivation of high school students,this study proposed corresponding geography learning motivation stimulation strategies for different geography learning groups,including preparatory examinations,pre-selection examinations and selected high school students in grade two.Among them,the strategies of high school students who take geography examination are as follows:(1)improve their interest in learning and stimulate their internal motivation;(2)establish correct knowledge values and feel the charm of geography;(3)build a harmonious teacher-student relationship and promote friendly coexistence.The strategies of high school students for geography are as follows:(1)guide correct attribution and actively view success or failure;(2)deepen the application of geographic information technology,actively carry out geography practice activities;(3)create a good family environment,and jointly promote scientific selection.The strategies of senior high school students who have chosen geography are as follows:(1)set appropriate learning objectives and timely give feedback to students;(2)improve self-efficacy and enhance learning confidence;(3)enrich teaching evaluation methods and make good use of praise and criticism. |
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