Second, factor dialysis.
1, social factors
Society is the biggest background of students, which often contributes to the formation of students' learning motivation. I investigated the reasons why students in three classes I teach learn English. 93% students learn English because it is useful. During the Cultural Revolution, people criticized it for knowing foreign countries and naturally staying away from English because it didn't teach English classes. However, in today's society, with the expansion of opening to the outside world, international exchanges are increasing. Knowing English has become a social fashion and popular psychology, and its social value is increasing day by day. More and more people learn English and regard it as their means of livelihood and career. This social and cultural background makes students feel that learning English is of great benefit.
2. Family factors
Parents have great ambitions for their children, and the importance attached by family members to English will affect students' enthusiasm and learning quality. Parents are the first teachers and the best teachers. Family help includes family factors, so education is more meaningful. Some family members know English, so they will also give their children guidance on learning methods. Students can learn English well and make great achievements, and English autonomous learning can be realized.
3. School and class factors
Schools and classes are important places for students to "cooperate" and "talk". Campus culture, school system, teaching style and learning style affect students' interest and effect in learning English. Schools and classes with strict teaching style and strong style of study are bound to have good academic performance, and the school system in line with modern ideas has a greater impact on students' independent learning of English.
4. Teacher factor
Autonomous learning is not laissez-faire free learning, especially for middle school students in China, who learn English in the absence of a language environment. Teacher's guidance is more important. Teachers need to participate in stimulating interest, setting goals, choosing learning methods and evaluating results, and all the above three factors need teachers' help to have a positive impact.
Investigation report (with questionnaire)
Please choose an appropriate answer according to your situation. 1= strongly agree, 2= agree, 3= disagree, 4= disagree, 5= strongly disagree. You'd better rely on your first impression when choosing the answer.
1. I don't know why I want to learn English. 1 2 3 4 5
I think learning English is a waste of time. 1 2 3 4 5
I learn English because everyone is learning English. 1 2 3 4 5
I study English in order to find a good job in the future. 1 2 3 4 5
I learn English because my parents ask me to. 1 2 3 4 5
6. I study English to get/avoid praise/punishment from my parents and teachers. 1 2 3 4 5
7. I study English to pass the exam. 1 2 3 4 5
I study English to show that I am a good student. 1 2 3 4 5
9. I study English to learn computers and tools for studying abroad in the future. 1 2 3 4 5
10. I think learning English will broaden my horizons. 1 2 3 4 5
1 1. Learning English is good for my personality development. 1 2 3 4 5
I want to master another language. 1 2 3 4 5
13. I am interested in English itself. 1 2 3 4 5
14. Learning English makes me happy. 1 2 3 4 5
15. If I make progress in English study, I will be very happy. 1 2 3 4 5
16. I will be happy to master a difficult grammar. 1 2 3 4 5
17. I like speaking English, listening to English radio and reading English books and periodicals. 1 2 3 4 5
18. I will be very excited to talk to foreigners. 1 2 3 4 5
Gender category
1. Respondents: The subjects of this survey are 93 students in the general science class of grade three in Longgang Senior High School. This is a provincial key school, but students in ordinary classes still have some problems in learning motivation.
2. Survey method: This survey adopts questionnaire survey. The questionnaire 1 * * includes 18 questions, including internal motivation, external motivation and no learning motivation. Question 1-3 is about no learning motivation, question 4- 12 is about external motivation, and question 13- 18 is about internal motivation. At the end of each question, there are five options of "1, 2, 3, 4 and 5", which respectively represent "strongly agree, agree, noncommittal, disagree and strongly disagree". The lower the average, the higher the motivation, and vice versa.
Students' grades are divided into "good, medium and poor", which are given by the teacher according to several exam results.
3. Survey results and analysis: The survey results of these 93 students are as follows:
Form 1:
Motivation types: internal motivation, external motivation and no learning motivation.
Average 2.76 2.88 3.86
According to the above table, both external motivation and internal motivation are below 3 points, and the average value of internal motivation is 0. 12 lower than that of external motivation. This shows that internal learning motivation is still dominant among the respondents. The average score of no learning motivation is above 3, which is higher than the average score of internal motivation 1. 1, which shows that students still have some learning motivation when learning English and know why they want to learn English.
Table 2: Types of Learning Motivation and Academic Achievement
External motivation and internal motivation of academic performance
Good 3.02 2.52
Medium 2.8 1 2.78
The difference is 2.82 3.06.
As can be seen from the above table, academic performance is closely related to internal and external learning motivation. Students with good academic performance have higher internal motivation (2.52) than external motivation (3.02). There is no obvious difference between the internal motivation (2.78) and the external motivation (2.8 1) of students with medium learning level. However, students with poor academic performance have lower internal motivation (3.06) and external motivation (2.82). Generally speaking, the higher the students' internal motivation, the better their performance in learning, and vice versa. Internal motivation can provide students with long-term learning enthusiasm and motivation. They don't care much about other things except study. Learning itself is a kind of enjoyment for them, and learning makes them feel happy.
As can be seen from the above table, from the survey of students with poor academic performance, it can be seen that their learning motivation, whether internal or external, is around 3 points, not very high, but not very low. In pedagogy, we know that high learning motivation and low learning motivation will make students behave badly in the learning process. From here, we can infer that from this questionnaire, students with unsatisfactory academic performance are not caused by insufficient learning motivation, and they may have difficulties in learning methods and self-evaluation.
The above has talked about the methods of stimulating and cultivating students' learning motivation in teaching practice. In fact, many methods are widely used by many teachers. In teaching, there are also many methods that we need to explore. In a word, we should use theories such as pedagogy and psychology to guide our practice. More importantly, we should have a heart that loves students, form a harmonious relationship between teachers and students, and let students "love their teachers and believe in their ways", which will generate great learning motivation and thus improve the teaching quality.