Research On The Learning Motivation Of Senior High School Students’ Ideological And Political Lesson Roman

College entrance examination is not only a key period in the transition from high school to college education, but also an important turning point in life planning for high school students. As for the current situation of college entrance examination in our country, the school, parents and students take the college entrance examination as a learning baton, ignoring the cultivation of learning motivation for high school students. Learning motivation, as one of the strong non-intellectual factors, has a very important significance in the learning activities. However, due to various reasons, It is common for the students with low internal learning motivation and external learning motivation in current high school education, which is also in high school ideological and political teaching. Cultivating the learning motivation in the ideological and political course is not only beneficial to improve the teaching effect, but also to the ideological and political education function. Unfortunately, although learning motivation has attracted the attention of experts and scholars, specific to high school ideology and politics discipline, there are few related study on the types of learning motivation, the guidance of learning motivation and the strategy of cultivating the learning motivation. Therefore, it is more realistic for the study on the high school students’ learning motivation in the ideological and political course.First of all, the paper analyzed the research significance of the high school students’ learning motivation in the ideological and political course, and then it explained the concept, the function and classification of motivation. The current learning motivation of the high school students’ ideological and political course refers to high school students in the study and practice of ideological and political course, relying on their own internal regulation, so that they make the internal learning needs coordinated with the external factors and stimulate their own learning behavior. At present, there are many theories about the learning motivation in academia, such as the hierarchy of needs theory, the achievement motivation theory, the attribution theory and the self-efficacy theory. This paper will put these theories as a foundation for the study and then discuss how they can be used for reference to the high school students’learning motivation in the ideological and political course. With conducting a questionnaire survey of high school students and carrying out an empirical analysis over 3 months, the author has found out the widespread problem in the high school students’ learning motivation. Our conclusion are as follows:there are varied factors to influence the high school students’ learning motivation in the ideological and political course, which can be roughly divided external factors (such as the impact of the college entrance examination policy, the impact of family education, etc.) and internal factors (such as the students’ interest and willpower, etc.) According to the study motivation theory and survey results, the author has determined the specific learning strategies for cultivating the high school students’ learning motivation in the ideological and political course. That is to make clear a premise to develop the students’ learning motivation, to guides the student to set learning goals, to establish harmonious relationship between teachers and students, to urge them to generate achievement motivation, to stimulate their interest in learning and guide them to carry on the achievement attribution. Because motivation affects behavior, we should make teaching factors of the ideological and political course, family and school into a joint force, creating a good atmosphere of ideological and political education, to improve the high school students’ learning motivation in the ideological and political course.