How did the learning motivation come from? As we all know, human behavior is often caused by various complex motives. Hunger, love and hate, fame and fortune can all cause individual activities. The motivation of human behavior is partly innate and partly acquired. Motivation comes from need, and learning motivation is actually a kind of need for students to learn and a unique need for people. Socially speaking, without education and learning, inheriting and developing the experience, knowledge and skills accumulated by predecessors, material and spiritual activities will stagnate and human society will not be able to continue and develop. Personally, if you don't study, you can't even maintain your basic life, let alone improve your development. Therefore, fundamentally speaking, learning motivation is the reflection of the objective requirements of society and individuals in students' minds, which is manifested as the intention or desire of learning, and it plays a promoting role in learning. The consciousness of learning refers to students' enthusiasm for learning after they have a certain understanding of the requirements and significance of society and educators and turn them into their own needs. Stimulating students' learning motivation can start from the following aspects. First, stimulate the needs of teachers in teaching, let students have the need to learn some knowledge first, and then teach; Or carry out learning activities according to students' needs. Some teachers are good at using problem-based teaching methods to stimulate students' needs. For example, when talking about similar triangles, a math teacher said: "After learning all this, you can measure the height of the tree without going up the tree, but the width of the river can be measured by the river"; Before talking about the photoelectric effect, a physics teacher asked the students such a question: "How can no one care about the roadside lights, so that they are all on at dawn and off at dawn?" Not talking much, but attracting students like a magnet, making their learning motivation change from potential state to active state. The reason why the problem-based teaching method is more effective than the lecture-based teaching method is that the problem-based teaching method takes solving a certain problem as the starting point of learning, and students study, attend lectures, collect data or experiment in order to solve a certain problem. In teaching, if teachers can make students have an urgent demand for what they have learned, students' learning enthusiasm will be mobilized and their academic performance will be improved continuously. Second, clear goals Let students know that learning goals are a good way to stimulate students' learning motivation. When students know the goal of learning and the value of activities, they will have the need to learn and go all out. Blind learning is bound to be inefficient. For example, when teaching triangle, circle and polygon area formulas, when students know that mastering these area formulas can measure the areas of school teaching buildings, school-run factories and playgrounds, as well as the areas of factory workshops and various rural crops, their enthusiasm for learning will inevitably increase. Learn geography, when talking about scale, clearly understand the conversion method of scale, and you can measure the distance from Beijing to any place on the map; When learning a unit of physiological health, it is clear that the learning goal of this unit is to learn eye hygiene and methods to protect eyes. The more specific the learning objectives, the better. The determination of learning objectives should take care of students' knowledge level and ability, not too ambitious, so that students can only dream; At the same time, we should combine ambitious goals with specific goals. Psychological research shows that in general, top students have a wide range of learning motivations and a high level. They often have lofty goals and close specific goals, and the two goals are well combined; Poor students, on the other hand, have narrow learning motivation and low level. They often only have close specific goals or vague lofty goals. These two goals are often out of touch, so the learning effect is poor. Thirdly, knowing the academic performance makes students know their progress, which is also an effective way to stimulate their learning motivation. Teachers let students know their grades after every homework, test and exam, which will encourage students to study hard. For example, the teacher's criticism, eyebrow criticism, good sentences in the composition and good comments will stimulate students' interest in writing. Other homework, such as calligraphy, painting, math and physics exercises, should also be corrected in time, returned as soon as possible, and scores should be given to stimulate students' interest. Don't criticize students' homework with only one word "read", or punish students for writing wrong words dozens of times. This will make students tired of learning. Fourth, positive encouragement Positive encouragement (including correct evaluation and appropriate praise) is a strengthening way to affirm or deny students' academic achievements and attitudes. It can stimulate students' self-motivation, self-esteem and collectivism. Timely evaluation is generally better than no timely evaluation, because timely evaluation makes use of the vivid memory representation just left, which makes students further have the desire to improve their learning; However, untimely evaluation has little effect on encouraging students to improve their study, because the impression of the scene when completing the task is already relatively weak in students' consciousness. For students, praise and encouragement can stimulate students' learning motivation more than criticism and accusation. However, it should be noted that excessive praise will make students proud, and it is easy to ignore their own shortcomings, which will lead to negative results. When blaming, we should also adopt a clever way, that is, point out the direction of further efforts when praising and affirm their progress when criticizing. 5. Appropriate competition is an effective means to stimulate learning enthusiasm. Competition has always been regarded as an effective means to stimulate people's fighting spirit, mobilize people to be positive, overcome difficulties, complete tasks and achieve excellent results. Competition methods include individual competition, self-competition, team competition, reward competition and non-reward competition. These different ways of competition have more or less influence on improving learning efficiency. Individual competition refers to the competition between individuals, which can improve learning efficiency. Psychological research proves that the subjects are divided into experimental group and control group. The experimental group used competition, while the control group did not use competition. The two groups have conducted many mathematical tests, and the results of each test are far better than those of the control group. The average efficiency of the experimental group is 40% higher than that of the control group. Individual competition can certainly improve the efficiency of learning, but this kind of competition will cause students' jealousy or cause students' inferiority complex. Therefore, self-competition and group competition should be used to educate students, rather than competing with each other. Self-competition means that students compete with themselves. That is, I am competing with myself yesterday. If teachers can let students know their monthly grades and encourage them to break last month's grades, they can improve their learning efficiency. Experienced teachers use red flags to encourage students to compete with themselves. Team competition is a competition among groups, classes and schools. Team competition focuses on collective cooperation, and individual efforts are to complete the team's tasks; The honor and disgrace of the group is the honor and disgrace of the individual, so it can cultivate the collectivism spirit that students care about the group without causing jealousy. However, it should be noted that the team competition should not be held frequently, and its efficiency will be reduced after a long time. Because in the team competition, individuals have no status, over time, the effect of team competition is often not as good as that of individual competition. Team competition should consider two situations: one is "social encouragement", for example, one person feels lonely and inefficient, and several people work together to achieve high efficiency; In the same situation, it is more efficient for several people to study together than for one person to study alone. The other is "social inhibition", that is, some people reduce their work efficiency in group situations. Especially for young, timid and neurotic students, once they are in a group situation, they will be extremely nervous and at a loss, thus affecting work efficiency. This is why some students sing or recite, and the effect is not as good when performing in public as when rehearsing alone. 6. Expectation and evaluation expectation, also known as expectation, is people's subjective probability of success and an expected cognition of their own or others' behavior results. In school, expectations are manifested in two aspects, namely, teachers' expectations of students and students' expectations of themselves (that is, self-ambition). These two expectations play a great role in strengthening students' learning motivation and improving their learning enthusiasm. In the teaching process, teachers should be good at coordinating students' expectations, so that outstanding students with high expectations can appropriately reduce their expectations; Students with low expectations due to failure should be allowed to raise their expectations appropriately. Expectation is too high, it is not easy to achieve, and if it is not achieved, it will lead to depression and loss of confidence; Low expectations will make students hate and avoid learning. This will weaken students' learning motivation and reduce the accumulation of learning. Therefore, teachers must point out to students what is feasible and what is not, so as to urge students to develop appropriate expectations. Teachers' evaluation also plays a positive role in the formation of students' learning motivation. For example, the evaluation of academic performance and behavior is reflected by praise and criticism. In addition, comments on students will also stimulate students' learning motivation. Generally speaking, comments with expectation factors can encourage students to make persistent efforts and be positive, which has a positive effect on strengthening learning motivation. American psychologist E.B.Page conducted a large-scale investigation and experiment on more than 2,000 middle school students in 74 classes. He divided each class into three groups and gave different evaluations. The first group only gives the grades of A, B, C and D, with no comments; The second group, in addition to indicating the grade, also gives adaptive comments, that is, according to the characteristics of students' answers, gives appropriate comments; The third level gives special comments. If you get an achievement, you will be evaluated as "excellent, keep working hard!" " Anyone who scores second will be judged as "good, continue!" Anyone who has passed Grade 3 will be judged as "Try it and improve a little!" For those rated D, comment "Let's go further!" The results show that there are obvious differences in the influence of three different evaluations on students' later learning. Pay attention to the following points when evaluating. 1. Make students have a correct attitude towards evaluation. Only by holding a correct view of grades can grades play a positive incentive role in learning. 2. The evaluation must be objective, fair and timely. If the evaluation is unfair, it will produce the opposite result. 3. Evaluation must pay attention to students' age characteristics and personality characteristics. For example, teachers' evaluation plays a great role in the lower grade pupils, and students with poor self-confidence should be encouraged and praised more. 7. After successfully meeting a job, if you get satisfactory results, you can arouse your interest in work and study, improve the efficiency of work and study, and make him work harder next time. Success can make people satisfied and success can make people work hard. In a word, motivation is the basis of learning. Teachers must stimulate students' learning motivation if they want to stimulate their interest in learning and guide them to learn effectively.