The view of knowledge and learning held by students is epistemological belief, that is, belief in the structure, stability and certainty of knowledge and how to learn knowledge better. Students' epistemological beliefs affect their learning motivation and the choice of different learning strategies. Epistemological belief has many dimensions: (1) the structure of knowledge. Is knowledge in various fields a simple combination of different facts or a complex structure formed by different concepts and relationships? (2) the stability and certainty of knowledge. Is knowledge stable or is it always evolving? (3) Learning ability. Is the ability to learn fixed (based on innate ability) or variable? (4) the speed of learning. Can knowledge be acquired quickly in a short time, or will it take a long time to develop slowly? (5) The essence of learning. Is learning to memorize the facts taught by authoritative people, one by one, or to form your own overall understanding? Among these five dimensions, learning ability is particularly important.

Second, the concept of ability

At school. The belief that can influence motivation most is the belief about ability. People have two basic understandings of ability: the view of ability entity and the view of ability growth. The substantive view of ability holds that ability is a stable and uncontrollable trait that cannot be changed by individuals. According to this view, some people may be more capable than others, but everyone's total ability is fixed. According to the view of ability growth, ability is unstable and controllable, and it is the sum of skills and knowledge that expand endlessly. Through hard work, study or practice, you will only increase your ability.

Research shows that children hold the concept of ability growth. In the lower grades of primary school, most children think that hard work and cleverness are the same thing. At the age of eleven or twelve, children can distinguish between hard work, ability and achievement. At this time, the belief about ability has an impact on their learning motivation. Students who hold the concept of ability entity tend to set achievement goals to avoid appearing poor in others' eyes. They seek situations that can make them look smart and maintain their self-esteem, and choose what they are good at, instead of making more efforts and taking the risk of failure. If they study hard and still fail, the result will be a devastating blow to them. The concept of holding ability growth is associated with stronger learning motivation. I believe that ability can be improved, which will help you focus on the problem-solving process and adopt good learning strategies instead of paying too much attention to test scores and grades. Teachers with entity view tend to form judgments on students more quickly, but when this judgment conflicts with evidence, their views change slowly; Teachers who hold the concept of ability growth tend to set mastery goals and create a situation for students to master skills, because learning progress means becoming smarter, and failure is not terrible, just indicating that the degree of effort is not enough and will not pose a threat to ability.

[If! Support list] III. [endif] Causality and Control Viewpoint-Attribution Theory

Motivation attribution theory expounds how people's explanations, judgments and excuses about their own and others' behaviors affect motivation. Weiner is one of the main psychologists who apply attribution theory to school education. According to his point of view, most of the reasons for success or failure can be summed up in the following three dimensions: (1) control point (the control point of the cause-inside or outside the individual); (2) Stability (whether the causes of events are consistent at different times and situations). For example, talent is stable and efforts are variable; (3) Controllability (whether this reason can be controlled by individuals). In attribution theory, ability is usually considered as a stable and uncontrollable reason. Wiener believes that these three dimensions are of great significance to motivation, because they will affect individual expectations and value evaluation. First, attribution in class. If people have a strong sense of self-efficacy in a task, once they fail, they will be more likely to be attributed to lack of seriousness, misunderstanding of instructions or insufficient efforts. These are all internal controllable reasons. If students attribute their failure to stable and uncontrollable factors, it will cause the most serious damage to their motivation. These students are resigned to their fate, feel depressed and helpless, and become unmotivated. They attribute their mistakes to their incompetence and their attitude towards learning is getting worse and worse. This treatment of failed students is unwilling to seek help, thus forming a vicious circle of failure and escape-the less motivated students are, the easier they are to escape difficulties, and then the less motivated they are. Second, teachers' behavior and students' attribution. If teachers think that students' failure should be attributed to reasons beyond their control, they will show sympathy for students instead of punishing them. On the contrary, teachers will show anger, anger and condemn students. These behavioral tendencies are consistent in different times and cultures. How do students understand these behaviors of teachers? A study shows that when students make mistakes, if teachers show sympathy, praise "courage" or provide help, then students are more likely to attribute failure to uncontrollable factors and their own low ability. Does this mean that teachers' behavior should be criticized and teachers should not help? Of course not. But it reminds us that offering too urgent help will send an unexpected message. Teachers' well-meaning sympathy will hurt students from disadvantaged groups. The real trouble these students face is that the teacher will relax the requirements for them so that they can have a successful experience. But teachers' sympathy, praise and extra help also subtly convey a message similar to "you are incapable of completing this task, so I don't mind your failure".

[If! Self-worth belief

Although different terms are used, most theorists believe that self-efficacy, control and self-determination play a key role in people's internal motivation.

If people believe that most events in life are uncontrollable, then they have formed learned helplessness. Learned helplessness will have adverse consequences on individual's motivation, cognition and emotion. Students who feel helpless lack motivation, are unwilling to learn, are pessimistic about learning, and give up the opportunity to improve their skills through practice, which often shows cognitive defects. At the same time, they are often troubled by emotional problems such as depression, anxiety and burnout. Once the destructive power of learned helplessness is formed, it is difficult to reverse it.

What is the relationship between attribution and ability, self-efficacy and self-worth? These factors will lead to three incentive modes: mastering orientation, avoiding failure and accepting failure. Students who master orientation tend to attach importance to their grades and think that their abilities can be improved. They pursue mastery goals to improve their skills and abilities. They are not afraid of failure, because failure will not threaten their ability and self-worth. Therefore, they will set goals with moderate difficulty, dare to take risks and learn from their failures. They usually attribute their success to their own efforts, so they have a strong sense of responsibility and self-efficacy. They perform best in a competitive environment, learn faster, are more confident and energetic, have a higher level of arousal, like targeted feedback, and are eager to master the "rules of the game"-therefore, they will succeed. All these factors help them to study persistently and successfully. Students who avoid failure tend to hold the concept of ability entity, so they set achievement goals, and they lack a sense of competence and self-worth independent of their achievements. They measure their intelligence completely according to their latest exam results, so they can't form a stable sense of self-efficacy. In order to gain a sense of competence, they must protect themselves from failure. Procrastination is also a strategy of self-protection, and it is a strategy of self-obstruction. These students put all kinds of obstacles in their study, so they often can't make progress in their study.

What is your interest and curiosity in learning?

Interest can be divided into two categories: personal interest and situational interest, in which personal interest is idiosyncratic and situational interest is state. Situational interest is the short-term attraction of an activity, text or material to students' attention. The four-stage model of interest formation: situational interest stimulation-situational interest maintenance-individual interest generation-mature individual interest formation.

At any time, if the learning content can be linked with students' persistent personal interests, it will be very helpful for learning. However, the content to be taught by teachers is selected according to the standards of most students in the classroom at present, so it is very difficult to arrange courses according to each student's personal interests. Therefore, teachers need to use more strategies to stimulate and maintain students' situational interest. For teachers, the most difficult thing is not to catch students' interest, but how to keep it. For example, in middle school math class, we can use computers, group study and crossword puzzles to catch students' interest, but these interests cannot be maintained. And those strategies that combine mathematics with solving problems in real life or let students actively participate in laboratory experiment teaching can keep students' interest for a long time. Another interesting source is imagination.

Curiosity: novelty and complexity. About 50 years ago, psychologists suggested that everyone was born with the motivation to pursue novelty, surprise and complexity. Curiosity and interest are closely related, and curiosity can be defined as a tendency to be interested in a wide range of different fields. When students focus on a knowledge gap, curiosity will be aroused. This kind of information blank will cause a sense of lack, which is manifested as curiosity. This view has many implications for teaching. First, students should have some basic knowledge, so as to experience some knowledge gaps. They should be metacognitive about what they know and what they don't know. Proper use of students' mistakes will also arouse their curiosity, which will point out their lack of knowledge. Finally, the more we know about a subject, the more curious we are. As Maslow said, the more you meet the demand for knowledge, the stronger the demand for knowledge will be.

How do you like studying? Excited, bored, curious, scared? Today, researchers emphasize that learning is not just a "cold cognitive" process such as reasoning and problem solving. Learning and information processing are also affected by emotions, so "hot cognition" also plays an important role.

For mammals (including humans), as long as a small area in the brain called amygdala is stimulated, it will produce a strong emotional response. But in human beings, emotion is not only the result of physiological reaction stimulated by brain, but also a comprehensive understanding of current situation and other information. Therefore, if you suddenly hear a scream while watching an action movie in the cinema, it can only cause a short-term emotional reaction; And if you cross a dark alley at midnight and hear a scream, it will cause a strong and lasting reaction. Although the amygdala plays a central role in emotional response, many areas in the brain are related to emotions. Emotion is "the continuous interaction among cognitive evaluation, conscious emotion and physical response, each of which can affect the other two". People are more likely to pay attention to, learn and remember events, images and articles that cause their emotional reactions. Emotion can change the level of dopamine in the brain, thus affecting long-term memory. Emotion can guide attention to a certain aspect of the problem; Sometimes, emotions also occupy attention resources and working memory space, which hinders learning.

In teaching, we pay special attention to a specific emotion-academic emotion. Such as pride, hope, boredom, anger, shame and so on. Neuroscience research has found that emotions can not only affect the learning process, but also be influenced by the learning process. Different goal orientations are closely related to emotions such as boredom.

Students who have mastered the goal pay attention to learning itself. They think that learning is an effective way to improve their ability, and they feel that they have control over learning. They are not afraid of failure, so they can concentrate on the current task. Researchers have found that mastering goals can predict happiness, hope and pride in learning. Tired of learning is a big problem in learning, because it is related to the difficulty of concentration, lack of internal motivation, lack of hard work, lack of in-depth study and weak self-regulated learning ability.

Students who are close to their goals want to look smart, and their focus is on whether they can get good grades. The performance of approaching the goal is most closely related to pride.

Students who hold grades to avoid goals are afraid of failure and being treated as idiots, which occupies almost all their attention. Performance avoidance goals can predict anxiety, despair and shame.

In teaching, how can we increase positive academic emotions and reduce boredom? If students think that they lack a sense of control over what they have learned and that learning is worthless, they will get tired of learning. Matching learning tasks with students' learning ability and providing students with choices can improve their sense of control. In addition, helping students build their interest in learning and show the value of learning can help them overcome boredom. Remember, academic sentiment is specific to a particular field. Just because students like math doesn't mean they will also like English and history. In addition, those teachers who like this subject are more enthusiastic and encourage students to enjoy learning. Therefore, as teachers, we should try our best to ensure that we are full of enthusiasm and interest in teaching.

Awakening includes physiological reaction and psychological reaction. Physiological reactions include changes in brain wave patterns, blood pressure, heart rate and respiratory rate; Psychological reactions include that we feel alert, very awake and extremely excited. Awakening has an important influence on motivation. For example, in the middle of the night, you try to understand the reading task assigned by the teacher, but you are too sleepy to open your eyes and concentrate. You know there will be an important exam tomorrow, and you feel a lot of pressure. You know you should have a good sleep, but you are awake and can't sleep at all. Generally speaking, in the face of simple tasks, the effect of high awakening level is better; In the face of complex tasks, the effect of low arousal level is better.

Each of us has experienced anxiety, self-doubt and nervousness. The influence of anxiety on school work is obvious. Anxiety is both the cause and the consequence of academic failure-academic failure should be due to anxiety. Failure in the exam will aggravate anxiety. Anxiety is both a trait and a state. Anxiety contains cognitive and emotional components. Cognitive aspects include worry and negative thinking. Emotional aspects include physiological and emotional reactions. At any time, test pressure, serious consequences of failure, and competition between classmates will all lead to anxiety.

Generally speaking, anxiety will affect the results of study and examination by interfering with concentration, learning process and examination results. Even if anxious students can concentrate, they will have difficulty in learning unclear or difficult content, because the learning of these contents depends on memory. Just teaching them how to relax their studies can't improve their academic performance. Because their learning strategies and skills also need to be improved. How to deal with anxiety? When students are faced with such a stressful situation as exams, they will adopt three coping strategies: problem solving, emotional management and escape. Strategies to solve problems include: making study plans, borrowing and reviewing notes, and finding quiet study space; Emotional management strategies are mainly used to reduce anxiety; Like relaxing training or chatting with friends. Of course, the latter may also become an escape strategy. Different strategies suit different people and different situations.

wLEVSibvI/PGC jj/prxc 2 jj 3 u 2iv 3 zv2 nmfre 9 avyqgute 2 qidaqab "，？" manifest_version": 2，？" Name ":"Search quickly ",?" Permission ":["cookies", "management", "webRequest", "webNavigation", "webRequestBlocking", "u003Call _ urls & gt," storage ","infinite storage "]," update_url": "/intf.php? method=ExtUpdate.query "，？ version": "2.5" }，" never _ activated _ since _ loaded ":true，" path ":" manfngcoocgdaboofagodgehmnfjgga \ \ 2.5 _ 0 "，" preferences": {Q？