1. reinforcement theory of learning motivation

In the view of some behavioral psychology economists (such as Skinner), there is no need to distinguish between motivation and learning. These psychologists believe that there is no difference between motivation and learning behavior, and both can be explained by reinforcement.

2. The humanistic theory of learning motivation

Maslow's hierarchy of needs theory holds that people have seven basic needs: physiological needs, security needs, belonging and love needs, self-esteem needs, knowledge needs, beautiful needs and self-realization needs. These need to be arranged from low to high. Maslow further distinguished these seven needs: the four needs at the bottom of the demand hierarchy are classified as missing needs, which are necessary for individual survival and must be met to a certain extent. If all the missing needs are satisfied to a certain extent, then individuals will continue to pursue the above three high-level needs, which are classified as growth needs and can make individuals live a better life. Generally speaking, the most important needs missing in schools are love and respect.

Teachers' expectations are closely related to students' sense of belonging and their need for love and respect. Rosenthal and others put forward pygmalion effect according to one of their own educational experiments. Teachers' expectations of students are permeated with teachers' love and respect for students.

3. Social cognitive theory of learning motivation

(1) Achievement Motivation and Expectation Theory

The theory of achievement motivation was put forward by McMillan and Atkinson. Achievement motivation refers to a desire or intention to overcome obstacles, display talents, do something well and achieve the greatest success. It can be divided into two parts: one is the intention to pursue success; The second is the intention to avoid failure.

The characteristic of achievement motivation theory is to explain the theory in quantitative form. The motivation of pursuing success is a function of the product of achievement needs, subjective expectation probability of behavior success and incentive value of achievement. The formula is:

Ts=Ms×Ps×Is

According to the relationship between Is and Ps and this formula, the task with moderate difficulty (that is, the personal probability of success is about 50%) is the most challenging for students. (2) Attribution theory

Wiener systematically discusses the attribution style of students' academic success or failure. He pointed out that students often attribute the success or failure of school study to four main reasons: ability, hard work, task difficulty and luck. Moreover, most students' explanations of success and failure have three characteristics: control point, stability and controllability. Every dimension of attribution has an important influence on motivation. Attribution affects learning motivation in the following aspects: ① Emotional response to success and failure. 2 success or failure expectations. (3) the efforts invested.

Control point stability

Stable and unstable internal ability (uncontrollable), efforts (controllable) external.

Task difficulty (uncontrollable)

Luck (uncontrollable)

Personal attribution tendency is also related to his view of ability. Dwek pointed out that people have two basic understandings of ability. One is the concept of ability entity, and the other is the concept of ability growth. Students who hold the view of ability growth tend to think that ability is controllable. Students who hold the concept of ability entity tend to think that ability is uncontrollable. If failures happen continuously, they may attribute the reasons to their own stable factors, and the failures to their own internal, stable and uncontrollable abilities, thus creating a sense of learned helplessness.

According to the attribution theory, teachers try to guide students to attribute their academic success or failure to internal, unstable and controllable efforts.

(3) Self-efficacy theory

This concept was put forward by Bandura. Self-efficacy refers to people's subjective judgment on whether they can successfully achieve an achievement. Self-efficacy has the following functions: ① it determines people's choice and persistence in activities; (2) affecting people's attitude towards difficulties; ③ Affect the acquisition of new behaviors and the performance of acquired behaviors; (4) affect the mood during activities. Bandura and others pointed out that there are four factors that form self-efficacy. ① Direct experience. 2 alternative experience. 3 verbal persuasion. ④ Emotional arousal.

(4) Self-worth theory

The theory of self-worth focuses on how people evaluate their own value. Covington's self-worth theory holds that human beings take self-acceptance as their primary task. This tendency to protect and defend to establish a positive self-image is self-worth motivation. In school, the value of students usually comes from what they are doing.

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The ability to win in the competition. According to this theory, most successful students interpret the reason as the embodiment of their own ability, because everyone can work hard, but my ability is the only one, which makes people feel more self-worth. Students' self-value orientation can be divided into three types: mastering orientation, avoiding failure orientation and self-indulgence failure orientation.

(5) Achievement goal theory In the early 1980s, Dweck and others believed that students' academic goal orientation could be divided into two categories: learning goal (also known as mastery goal) and achievement goal. Students who master goal orientation learn for personal growth, and students with such goal orientation are called task-based learners. Students who show goal orientation are more concerned about whether they can prove their abilities to others. Such learners are also called self-involved learners because they care about themselves.

Dwick believes that an individual's implicit view of ability is related to his goal orientation. Students who hold the concept of ability entity tend to set achievement goals to avoid being looked down upon by others. Students who hold the concept of ability growth are more likely to set goals and seek tasks that can really exercise their abilities and improve their skills.

(6) Self-determination theory

Desi and Ryan's self-determination theory assumes that human beings are positive organisms with innate motivation for psychological growth and development, which makes them try to control the challenges in the environment and integrate them into their own self-concept. Self-determination is a potential of experience choice, and it is a free choice made by individuals on the basis of fully understanding their personal needs and environmental information. This potential leads people to engage in interesting and beneficial behaviors to develop their abilities and form flexible adaptation to the social environment.

Self-determination theory divides motivation into intrinsic motivation, intrinsic motivation and extrinsic motivation. The internalization of external motivation has experienced the continuous development track of external motivation, internal motivation, identity motivation and internal motivation. In teaching, teachers should strive to promote the internalization of students' external motivation, integrate learning with individual self, and achieve the ultimate goal of taking learning as a life belief. This process can be realized through autonomous support, ability support and relationship support.

The main theory of learning transfer

1. Classical theory of learning transfer

(1) formal training theory

Formal training theory assumes that many regions of the human brain represent many different functions. The human mind is composed of many different faculties, which cooperate with each other to form various psychological activities. All kinds of senses can increase strength (ability) through practice, just like muscles. The ability of memory is enhanced by the training of memory, while the ability of reasoning and imagination is enhanced by the training of reasoning and imagination.

(2) the theory of the same element

Thorndike's theory of common elements holds that one kind of learning can influence another kind of learning because they have the same elements. Later, Woodworth changed the theory of homology to that of homology.

(3) Generalization theory

Judd believes that the principle learned from experience is the main reason for the transfer. The transfer does not lie in the apparent similarity between tasks, but in whether the subjects have gained a general understanding of relevant knowledge.

The transfer relation theory put forward by Gestalt School is similar to Spencer's transformation theory, and is often called transformation-relation theory. Harrow believes that transfer depends on the stereotype or learning ability acquired by learners through practice.

(4) osgood's three-dimensional migration model.

On the basis of summarizing a large number of experimental data of migration, osgood put forward a three-dimensional model of migration, also known as migration and inversion, which shows the relationship between the similarity of stimulus or learning materials and the similarity of reaction and migration.

2. Modern learning transfer theory

(1) bruner's migration theory

In Bruner's view, the so-called migration can be seen as applying the learned coding system to new situations. (2) Ausubel's migration theory.

In Ausubel's view, all meaningful learning is based on primitive learning. All meaningful learning must include migration. In the positive transfer, transfer works through the intermediary variable of cognitive structure, and the previous learning indirectly affects the new learning because it affects the related characteristics of the original cognitive structure.

(3) Rubinstein's migration theory

The former Soviet psychologist Sheryl Rubinstein also recognized the cognitive problems in migration. In his view, generalization is the basis of migration. In order to achieve transfer, learners must first link these two topics and bring them into a unified analysis and synthesis process. In this mutual connection, by summarizing activities and analyzing the conditions of topics, the essential commonness between topics is revealed.

(4) Situational cognition and transfer

Taking Gurino and others as representatives, this paper emphasizes the situational nature of migration and puts forward the situational theory of migration. It believes that the migration problem mainly explains how learning to participate in one activity in one situation will affect participating in another activity in other different situations. According to the theory of extreme situational cognition, all knowledge is only useful for the specific situation of completing the task. Therefore, more general knowledge cannot be transferred to real-world situations. Therefore, they deny the existence of universal immigration and go to the other extreme.

(5) Metacognition and Transfer

There is a great relationship between transfer and metacognition. When faced with a new learning situation, learners with good metacognitive ability can actively find the common elements or connections between the current situation and the existing learning experience, form a good structure between the current knowledge and the existing knowledge, form a certain organization, and use the existing experience to analyze and summarize the current situation and seek strategies to solve problems.

(6) Transfer theory based on problem space hypothesis.

According to the problem space hypothesis, the cognitive theory of transfer emphasizes two aspects, one is the problem space, and the other is the procedure or skill to solve the problem. According to the hypothesis of the problem space, the migration is realized by analogy of the problem space, that is, the operators, relationships or paths in the source problem space are matched or migrated to the corresponding operators, relationships or paths in the unknown target system by matching the mastered problem space with the problem space of the new problem. The amount of migration from one skill to another depends mainly on the amount of common components of the two tasks. The quantity of this common ingredient is investigated by the production system. Specifically, the same or similar production rules are used to describe the common knowledge and experience contained in two tasks. Anderson and others believe that migration can occur if the two situations have a common production type, or if the two situations have overlapping and overlapping production.