Investigate And Research On The Relativity Of The Motivation Orientation Of Secondary School Students To Learn Physics And The Physical Achievement

Motive, in psychology, it is referring to the reasons that people or animals have driven all kinds of behavior. In traditional educational psychology put on motivation to learn is defined the causes of that stimulate and maintain students engaged in studying activity. Learning motivation of students promote the students'studying. Because of secondary school students with age, grade, young age, the study of knowledge and knowledge change, sex, educational environment, and so on, a variety of factors, secondary school students studying physics motivation happen very different changes, secondary school students have more motivation of studying the physical, secondary school students become multi-motive-oriented complexes, there is also a larger diversity in promoting of secondary school students'the studying physical motivation for studying the physical existence. On the other hand, because of the quality of teachers, teaching equipment, teaching and research achievements, student home environment, quality of students and many other factors, there are many kinds of strategies that are available for selection and use of, so that there is a big difference in making use of the strategies to stimulate the motivation.The current studies most study the longitudinal process of stimulating motivation for studying motivation. Study the specific motivation to learn how to stimulate? Research on the strategy process, conditions, like, the operator and have the motivation and strategy-oriented effects to learning motivation. Latitude research is less on the differences of secondary school students'motivation among the situation of motivational orientation for studying physics and on the differences of motivating strategies.On the basis of summarizing the current research on motivation to learn Physics at home and abroad, it put forward the study on the relationship between physical academic performance and motivational orientations to study Physics.In this paper, in accordance with the development of motivation theory, it is divided into four stages and summarized. It summarize the type of motivation to study Physics, the role of motivation to study Physics, the factors of impacting the orientation in learning motivation, the types of strategy on stimulating motivation, the factors of impacting the strategy selection. Four stages for the development of motivation theory: the budding period of the theory of learning motivation, the formative period, the development period, the improvement period.On the basic of using partly the other questionnaire on the subject, I prepared the questionnaire by myself, and have the field survey on the motivation orientation of secondary school students to learn physics and on the strategies to stimulate motivation. Set up the original data sheets in use of survey data by Excel2003, have the preliminary treatment for the sheets by Excel2003. The processing data sheets are put into the SPSS software. In use of SPSS data-processing software, first of all, it analyses the validity of designing the subject and the dimensions on the questionnaire; secondly, it count the percentage and the frequency on secondary school students motivation orientation to studying physics, and count the percentage and the frequency on the strategy to stimulate motivation; third, there are the statistical analysis on the relativity of the motivation orientation of secondary school students to learn physics and the physical achievement from the three aspects of the grade, the gender and the educational environment, and the statistical analysis on the relativity of the strategies to stimulating motivation and physical achievement from the three aspects of the overall, the grade, the educational environment.Research results showed that: first, there is a big difference among the motivation orientation of secondary school students to study physics, and a big difference among the strategies to stimulating motivation; second, there is the positive correlation between task-based, interest-based motivation to learn physics and physical achievement, and the negative between achievement-based, avoiding-based, society-based, emotion-based motivation and physical achievement; third, there are differences on the correlation of the motivation orientation and the physical achievement at the grade, the sex, the educational environment, and the correlation changes in the rule at the grade, the sex, the educational environment; fourth, there is not the obvious correlation between the strategies to stimulate the learning motivation and the physical achievement, and the correlation did not change in regularity.