Research On The Current Situation And Countermeasures Of Junior Middle School Students' Geographical Learning Motivation

Learning motivation is the origin of students’ learning behavior and can help to maintain such behavior. Also, it’s a motivational orientation which makes the learning behavior point to a certain attainment target. It is true for geography learning motivation. It is the first time for the junior students to contact geography and learn the relative knowledge systematically. So, to find out the current situation of students’ geography learning motivation in Junior Middle School and the influence factors seem to be extremely important. The Junior Middle School education, as a part of compulsory education, has the largest number of students and covers the widest range of students. Compared with the Senior High School, geography education in Junior Middle School plays a more important role in improving the quality of national geography. According to this study, I hope to understand the status of Junior Middle School students’geography learning motivation and its factors. On the base of the analysis results, my own teaching practice and the observation of students, I want to make some recommendations in improving the Junior Middle School students’geography learning motivation which are operational.This paper analyses the current situations and the achievements of studies on geography learning motivation both at home and abroad. After conducting a survey with the help of a questionnaire named "junior middle school students’geography learning motivation" among369students from HangTian Middle School in Xi’an, the author analyses the results of the survey by using IBM SPSS Statistics20. The questionnaire’s reliability and validity, Frequency statistics analysis, Spearman correlation coefficient analysis are all involved. In addition, Excel maters a lot in mapping analysis. The reliability was evaluated by questionnaire internal consistency and homogeneity. Cronbach’S Alpha coefficient shows:geography learning motive at all levels of alpha coefficient is bigger than0.6, so the questionnaire has good Internal consistency. The correlation coefficient between each geography learning motivation levels and total motivation was bigger than0.5, so the questionnaire has good homogeneity. The KMO (Kaiser-Meyer-Olkin) test and Bartlett’s Test shows that:the KMO value is0.897(>0.8), and the Bartlett test value P=0.000, so we can see the relevance was very significantly. Analysis shows there are4public factors, and the4public factors obtained from the contribution rate of61.66%, so the questionnaire has good validity. In addition, analysis shows that:At0.01level, junior middle school students’geography learning motivation has a significant positive correlation with interest, self value, ability view, geography teacher, headmaster, whether choose the major related with geography when they go to university; The geography textbooks and academic level are at0.01level faintly negative associated; The educational level of parents and whether the parents’work is related with geography are not significantly related to the students’ geography learning motivation. The father’s educational level and whether father’s work is related with geography are not significant. At0.05level, the students’ geography learning has a faint negative correlation with mother’s education level and whether her work is related to geography or not. Through the analysis of the data, the author draws the following conclusions:(1) Junior middle school students’ geography learning motivation is relatively high (3.45). The internal motivation (3.60) is higher than the external motivation (3.14). The highest one is to put what they’ve learned into practice (4.10)(2) Junior middle school students’ learning motivation geography shows no significant differences in gender. In addition to the practice-orientation motivation, different respects of geography learning motivation differ significantly among different grades of students. The grade two students’(3.52) geography learning motivation is higher than grade one students’(3.35).(3) The factors which affect junior middle school students’learning of geography include interests, self value, ability view, attribution, teacher variables, geography textbooks, learning results and social environment. Among them, the junior middle school students’geography learning motive has a significant positive correlation with interests, self value, ability view, teachers, whether the students will choose the major related with geography when they go to university. It has faint negative correlation with the degree of satisfaction with the geography textbooks, and the degree of satisfaction with the performance of the level of study.According to the research results, the author puts forward the following strategies to improve the junior middle school students’ geography learning motivation:(1) Give full play to geographical things which is full of fun, exploratory and unpredictability, etc.(2) While preparing lessons, teachers should read reference books carefully and textbook intensively, prepare content at appropriate level of detail, delete or add materials reasonably;(3) In the daily teaching, teacher should try to help students to appreciate the value of the learning content, and teach students what is worth learning;(4) Play our full of expectations for students, and guide students to correct attribution;(5) Develop teachers’professional quality, let the students understand us appropriately, and establish our own authority, and so on. The innovation of this paper lies in that it researches from a new perspective and does an in-depth study on the current situation and countermeasures of geography learning motivation of junior middle school students. Research method is scientific and reasonable. It reveals and expounds the theme well. The views of this paper are specific, clear and convincing.However, there are still many deficiencies in the study. In this study, there was only one Middle School as sample; The research method is relatively simple; The data analysis approach is relatively simple; Motivation evaluation system has yet to be further improved. I should build a multi-level motivation evaluation system; The poor knowledge of English limits my deep analysis of the foreign study; For the causes of the current situation and the factors analysis, most of them are my personal opinion which need further research.