A Study Of The Students’ Mathematics Learning Motivation In Senior Grades In Elementary Schools In The Remote Mountainous Areas

In recent years, with the further reforming of the national new curriculum,elementary mathematics learning motivation and training become a focus in primary mathematics Teaching. Through researching on the current situations of the students’ mathematics learning motivation in senior grades in elementary schools in the remote mountainous areas of Gannan Autonomous Prefecture as well as their influencing factors in multiple perspectives, this paper is intended to figure out the types and features of the students’ mathematics learning motivation in senior grades in elementary schools in these areas, which is of great significance to improving the mathematics teachers’ teaching levels and effects.Based on the students’ fundamental information concerning ethnic, gender, grade, age,stay, parental education, etc., this paper researches the students ranging from Grades 4 – 6 in the four central elementary schools as the object in the remote mountainous areas of Gannan Autonomous Prefecture on their mathematics learning motivation problems, as well as their mathematics learning features in their learning achievements, learning attitudes, learning habits, along with the types and intensity of mathematics learning motivation, and the analyses of the differences in learning intensity from sex, grade, ethnics and the left-behind.In this paper, the conclusions are reached as follow: Firstly, the residents live together over vast areas while some live in individual concentrated communities in small areas in remote mountainous areas of Gannan Autonomous Prefecture. The students in elementary schools are reasonable in their sex and composition in every grade while they are elder in their age structure. Most of the students are left-behind children. Their parents generally received low education. Secondly, there exist the features in elementary mathematics learning in senior grades there including the poor mathematics teaching quality, the mathematicsteachers’ limited level, the students’ inactive learning, incorrect learning attitudes, poor learning habits, and low efficiency due to the lack of autonomy. Thirdly, they have a better learning motivation, whose internal learning motivation is obviously weaker than their external learning motivation. Their mathematics learning motivation is at a high level of overall intensity, i.e. greater intensity. Fourthly, as for sex, girls have a slightly higher level of mathematics learning motivation than boys do. As for grade, the intensity of mathematics learning motivation decreases with the grade increasing. As for ethnics, the Han students have a higher intensity of learning motivation than Tibetan. As for whether they are left-behind children, the non-left-behind children’s mathematics learning motivation is better than the left-behind, mainly with greater pressure to learn than the left-behind. Fifthly,in their living and learning, home education has a weak support to school education. A great variety of problems exist in teachers’ teaching style and students’ learning style.Suggestions and observations include: Firstly, change the views, and return the fair and equal learning surroundings to the students. Secondly, join the families to create a harmonious and positive atmosphere of students’ growing. Thirdly, the differences in the face, according to their aptitude,, and promote the students’ overall learning motivation. Fourthly, put the notions of the New Curriculum Standards into practice, and implement the reformation of the New Curriculum.