A Study On The Present Situation And Stimulation Strategies Of Learning Motivation Of Secondary Vocational School Students

With the increasing support of vocational education in our country,the quality of vocational education is becoming more and more important.Learning motivation is an internal process to stimulate and maintain individual learning behavior and make it move towards a certain goal.The research and practice show that the learning motivation directly influences the learning behavior,and is an important factor to improve the learning effect.The stimulation and cultivation of secondary vocational students' learning motivation is not only beneficial to the improvement of their own learning quality,but also to the healthy development of vocational education.This paper takes 388 students in Yan Liang District Vocational Education Center of Xi'an City as the research object,uses the questionnaire star online platform to carry on the questionnaire survey to the secondary vocational students' learning motivation,and carries on the investigation through the interview,carries on the analysis to the collected data by using spss19.0 software,in order to determine the present situation of the secondary vocational school students' learning motivation,and finds out the key factors that affect the learning motivation of the secondary vocational school students.This paper puts forward some targeted strategies to stimulate the learning motivation of secondary vocational school students.The conclusions of the study are as follows:(1)The learning motivation of secondary vocational school students is good as awhole,about 40% of the students have strong learning motivation,about 50% of the students' learning motivation is in the middle,and about 10% of the students' learning motivation is insufficient.(2)There are no significant differences in the motivation intensity of secondary vocational students in family integrity,parents' highest education,family income,closest person,gender,specialty,management style of class teacher and failure attribution.(3)There are significant differences in the motivation intensity of secondary vocational students in family atmosphere,intention to enter school,direction of graduation,purpose of study,grade,type of drive,success attribution,learning status and after-school study time.(4)Secondary vocational students with a harmonious family atmosphere are more motivated to learn than those with a normal family atmosphere;Secondary vocational school students who take the initiative to enroll are more motivated to learn than those who follow their parents' wishes;Secondary vocational school students who want to go to higher vocational school after graduation are more motivated to study than those who do not have a clear destination after graduation;The more clear,specific and important the learning objectives of secondary vocational students,the greater the motivation for learning;The second grade secondary vocational school students have stronger learning motivation than the first grade secondary vocational school students;Secondary vocational students driven by cognitive drive have the strongest learning motivation,while those driven by external forced drive have the weakest learning motivation;Secondary vocational school students who attribute success to their own ability and hard work have a strong motivation to learn;Secondary vocational students who are not struggling to learn are more motivated to learn than those who are struggling to learn;The learning motivation of secondary vocational school students who study after class for more than half an hour is stronger than that of secondary vocational school students who study less than half an hour after class.(5)In the dimensions related to learning motivation,the order of correlation coefficient from high to low is as follows: self-control,initiative,learning goal,habit attitude,textbook compilation,school management,social influence,teacher-studentrelationship,teacher quality,family support,future confidence,self-efficacy,school emotion.Except for self-efficacy and school emotion,eleven other factors were significantly correlated with the intensity of learning motivation.These eleven factors can be divided into three categories: Self-study quality,education environment and educator quality.Finally,this paper combined with the questionnaire survey,interview data and data analysis results,put forward the countermeasures to stimulate the learning motivation of vocational school students.The countermeasures are divided into six levels.The first level is to build a harmonious family atmosphere;The second level is to have their own choices;The third level is to build a good learning environment and atmosphere;The fourth level is to introduce advanced teaching and management mode;The fifth level is to put forward that to stimulate the learning motivation of secondary vocational school students needs different efforts from person to person;The sixth level is to put forward the system theory of stimulating the learning motivation of secondary vocational school students.It is considered that to stimulate and cultivate the learning motivation of secondary vocational school students is a systematic project,which requires the mutual cooperation of students themselves,learning environment and the quality of educators.