The Study On The Influence Of Learning Resources Of Ideological Politics On Learning Motivation In Senior High School

Learning motivation,as a driving factor that stimulates,produces and maintains learning behavior,is the core component of non-intellectual factors,and has a key impact on students' ideological and political learning.Based on the reform of the college entrance examination policy,this thesis understands the current situation of students' learning motivation in ideological and political courses,and chooses the factor of learning resources among the many factors that affect learning motivation,and discusses strategies to enhance students' learning motivation from the perspective of learning resource management.This paper uses 199 high school sophomores from a middle school in Wuhan as a sample for analysis.First,conduct a descriptive analysis,test the students' interest and motivation in ideological and political lessons from the aspects of preferences and enthusiasm,and study the current situation of students' ideological and political lessons from both internal and external learning motivations;and then understand the students The status quo of family resources,school resources and social resources,to explore the influence of student gender and teacher gender on students' internal and external learning motivation in ideological and political lessons.Secondly,conduct correlation analysis to analyze the relationship between learning resources and internal learning motivation and external learning motivation.Finally,specifically analyze the impact of learning resources on learning motivation.Through investigation and analysis,it is found that most students are not interested in ideological and political courses,are not active in the classroom,are not very motivated,and have weak learning motivation.The students who choose the ideological and political course as the college entrance examination subject have strong internal learning motivation,while the students who did not choose the ideological and political course as the college entrance examination subject have strong external learning motivation.The gender of the student has little effect on internal learning motivation and external learning motivation.The gender of the teacher has a certain influence on the learning motivation of students.Generally speaking,students taught by female teachers have stronger learning motivations than students taught by male teachers.As far as the relationship between the two is concerned,in terms of family resources,there is no necessary correlation between the educational level of the parents and the learning motivation of the students.Subscription to newspapers,magazines and books,the nature of the work of the parents,the parents' attention and discussion of current affairs news,and network facilities all have a positive correlation with the learning motivation of the students.In terms of school resources,the school organizes students to watch current affairs videos,teacher teaching methods,school facilities,publicity content,and school history and culture,all of which have a positive correlation with students' learning motivation.In terms of social resources,whether students participate in off-campus tutoring training is positively correlated with students' external learning motivation,whether students have visited revolutionary sites,the Red Memorial is positively correlated with students' internal and external learning motivations,and whether students have visited art Libraries and museums have a positive correlation with the external learning motivation of students.The strategies for enhancing learning motivation in ideological and political courses based on the perspective of learning resource management mainly include: carefully integrating family resources to stimulate learning motivation;making full use of school resources to enhance learning motivation;vigorously developing social resources to further strengthen learning motivation.