Investigation And Research On Motivation Of Freshmen 's Physics Learning In Gaqing Prefecture

The motivation of learning physics is always the motivation showed up in students learning physics, which is the inner driving forces of curiosity and aspiration to physical knowledge. There has been a series of educational revolution in Diqing, Yunnan province since 2009, whose aim is to improve the quality of education and it is also an unprecedented challenge for both teachers and students who are facing a complex and changeable education environment. Based on the physics, this thesis puts forward some teaching suggestions after understanding the present status of the students learning motivation in physics which will be helpful in local physics teaching.First, the researcher made a questionnaire survey for 490 students from 11 classes in 3 different senior schools in Diqing about their physics learning motivation.Second, analyzed general condition of senior one student’s physics learning motivation in Diqing with statistical methods. Then further analyzed the difference among the students’ physics learning motivation from six parts: genders, household types, classes, schools, ethnicity and distribution of student’s junior school. Last, drew conclusions as follows:(1) The physics learning motivation of the senior one students in Diqing is in line with the normal distribution on the whole. The physical motivation mean score from high to low are Cognitive drive, Ego-enhancement drive, Self-efficacy, Self-attribution and Affiliated drive.(2)There is no conspicuous difference in the factors of Cognitive drive, Ego-enhancement drive, Affiliated drive and Self-efficacy in terms of gender. While in Self-attribution,there is conspicuous difference,that is to say, girls scored higher than boys.(3) In terms of household types, there is no obvious difference in Ego-enhancement drive, Affiliated drive, Self-attribution and Self-efficacy among the senior one students in Diqing. However, there is significant difference in Cognitive drive, that is to say, rural household registration students scored higher than non-rural household registration students.(4) In terms of classes, there is no significant difference in Ego-enhancement drive, Self-attribution and Self-efficacy. But there is obvious difference in cognitive drive and affiliated drive. The students from an ordinary class can get higher scores in Cognitive drive. And the students from a key class scored higher than ordinary class in the factor of Affiliated drive.(5)In terms of schools, there is no conspicuous difference in Ego-enhancement drive, Affiliated drive and Self-attribution, but there is conspicuous difference in Cognitive drive and Self-efficacy.(6)There is no significant difference in Cognitive drive, Ego-enhancement drive, Affiliated drive, Self-attribution and Self-efficacy in the terms of ethnicity. But, there is significant difference in mean score of each dimension.(7)In terms of distribution of student’s junior school, there is no significant difference in Cognitive drive, Ego-enhancement drive, Affiliated drive, Self-attribution and Self-efficacy.But, there is significant difference in mean score of each dimension.