Motivation Theory In Geography Classroom Teaching

In recent years, the new curriculum reform, quality education, high class and other wordsbecome the focus of attention, especially in the teaching of the teachers is learning, and strive toimprove their teaching quality, but in the teachers to improve their teaching level at the sametime, ignore the students’ learning motivation, when students the internal motivation is low, theteacher’s teaching is not accepted by the student. Teaching is a two-way, not only reflected inthe teachers’ teaching, but also pay attention to the students’ learning. In the actual teachingprocess, the author found that students in the process of learning geography, often because oflearning motivation is not strong, cause learning efficiency.USA educator John Dewey said: we can take a horse to the water, but you can’t make himdrink. As for the students, we can divide the students into the classroom can not force them tolearn. In order to make students willing to learn, fully mobilize the enthusiasm of the students,then to understand and grasp the students’ learning motivation, and fully mobilize the initiativeof students, and the teaching activities to achieve a multiplier effect.From the students themselves, self motivation is the premise and key for him to study, it isto promote students’ learning smoothly. For teachers, stimulate students’ learning motivation isthe student who cannot independently, so teachers need to combine students’ physical andmental development characteristics and learning characteristics and combined with theknowledge, stimulate students’ learning initiative and inquiry appropriate, so that it can activelearning to explore the unknown. Students from the heart of learning, can make classroomteaching to play better, but also more in line with to the teacher and student centered teaching inclassroom teaching in new curriculum reform.Therefore, under this background, in this paper, through the investigation and Analysis onmiddle school students’ learning motivation in geography, learning motivation and the studentshave put forward corresponding strategies and teaching cases, the main contents are as follows:The first chapter introduces the research background and significance of this paper, currentsituation about the motivation of learning geography at home and abroad, as well as the process and related methods.The second chapter introduces the relevant concepts and theories about learning motivation.The third chapter carries on the questionnaire survey, classroom observation of students inCangzhou city and the middle school students, and the students’ homework papers for learningmotivation situation analysis of students, at the same time, analysis of the factors affecting thestudents’ learning motivation.The fourth chapter through the analysis of the students’ learning motivation and reason aboutthe combined with their own teaching experience and experienced teachers to consult, makestudents motivation to learn geography teaching strategies or teaching related examples,improve the middle school geography learning motive.This paper’s innovation is the teaching theory and geography learning motivation andclassroom practice, has the practical operability and feasibility, hope through this research canhave certain effect on learning motivation of students and help improve geography, whilestudents learn geography to will learn geography effect.This research is based on questionnaire survey, through the analysis of the teaching materialcontent, related theory combined with the characteristics of students and the learningmotivation, the application value of classroom teaching is quite strong, practical strategies andmeasures of higher, can be directly applied to classroom teaching of physical measures. Butlimited to the individual research ability of objective conditions and researchers is limited, thereare still many shortcomings and need to be improved in this study.