How to stimulate students' learning motivation?

First, carry out emotional communication, enhance learning interest and stimulate learning motivation.

Teachers should strengthen emotional communication with students, enhance friendship with students, care for students, love students, and enthusiastically help students solve difficulties in study and life. Being students' intimate friends will make students have a strong sense of trust, intimacy and closeness to their teachers, and then students will naturally transition to love the subjects you teach and get good grades.

Another aspect of emotional communication with students is that teachers let students know the development, evolution and function of the subject through the stories of the subject. It plays the role of "moving with emotion, understanding with reason, guiding with enlightenment and guiding with action".

Through participatory communication, students should become masters of learning and people who can be responsible for their actions. The role of teachers is to guide students, choose useful information and build their own knowledge system. At the same time, creating an environment for teachers and students to study, explore and study problems together, and establishing a dialogue, interaction and integration teaching model are also becoming the necessary qualities for teachers.

Second, create problem situations, implement heuristic teaching and stimulate learning motivation.

Compared with traditional "spoon-feeding" teaching, heuristic teaching has great advantages. To implement heuristic teaching, the key lies in creating problem situations. The so-called problem situation refers to a learning situation that is difficult and needs students to work hard to overcome, but within their power. In short, the problem situation is a moderately difficult situation. The difficulty of homework is an important factor that constitutes the problem situation.

In real learning activities, there are two types of learners, namely, striving for success and avoiding failure. Since most college students are successful learners, we mainly discuss how to achieve success. When the difficulty coefficient of the problem is very low, students' learning motivation is average; When the difficulty coefficient of the problem is high, the students' learning motivation is the weakest; When the difficulty coefficient of the problem is moderate, students' learning motivation is the strongest. Therefore, in the process of learning, students will not be interested if they are simply asked to repeat what they have learned or learn something that is too difficult for them. Only by learning things that are "half-baked", "seemingly incomprehensible" and "seemingly incomprehensible" will students be interested and eager to master. Therefore, whether it can become a problem situation depends mainly on the suitability of the learning task and the students' existing knowledge and experience. If it is completely suitable (too easy) or completely unsuitable (too difficult), it cannot constitute a problem situation; Only when both adaptation and inadaptation (moderate difficulty) exist can the problem situation be formed.

So, how should teachers create problem situations with appropriate difficulty? In order to create problem situations, teachers are required to be familiar with textbooks, master the structure of textbooks, and understand the internal relationship between old and new knowledge; In addition, teachers are required to fully understand the existing cognitive structure of students, so that the new learning content and the existing development level of students constitute an appropriate span. In this way, we can create problem situations. There are many ways to create problem situations, which can be put forward by teachers' questions or homework. It can be introduced not only from the connection between old and new textbooks, but also from students' daily experience.

Third, use multimedia to stimulate learning motivation.

The development of multimedia embodies the development demand of modern educational technology, and optimizing teaching environment is an important guiding ideology in the development theory of modern educational technology. We should make full use of multimedia to optimize the teaching environment and stimulate students' learning motivation. According to the cognitive law from concrete to abstract and the psychological characteristics of primary school students, images, animations, images, sounds and other media reflect the essence of things, vividly show the existence and dynamic changes of things, attract students' hearing and vision, induce students' thinking, and achieve the purpose of stimulating students' learning motivation.

Fourth, organize competitions correctly and appropriately to stimulate learning motivation.

Although a large number of studies show that competition has a certain negative impact on students' learning motivation, it is unrealistic to completely cancel competition. The key is how to use the means of competition correctly. Learning competition is induced by ranking or winning prizes in the competition, which can meet the needs of students' attachment and self-improvement, thus improving their learning enthusiasm and affecting their learning effect to some extent. Of course, learning competitions have different effects on learners of different levels. It has the greatest impact on students with above-average grades, because such people can constantly improve their rankings through hard work. But for those with excellent or poor grades, the influence of learning competition is very small. Because top students rank well every time, they think they can succeed without hard work, so the incentive effect is not great; Poor students have never achieved a good ranking and think that they have no hope of success at all, so the competition has no influence on them. Moreover, learning competition is often an invisible encouragement to non-cooperation, which is not conducive to the establishment of the collectivism spirit of unity and cooperation. In a word, learning competition has both positive and negative effects, and we can neither simply affirm nor simply deny it. If we don't pay attention to ideological education in the competition and only take the competition as a measure to stimulate students' personal self-esteem and sense of honor, it will inevitably have a negative impact; On the contrary, if we can combine ideological education in the competition and make the competition a means to stimulate students' collective sense of honor and responsibility, it is desirable. Of course, to play its positive role, we should encourage progress, unity and mutual assistance in competition standards, adopt group or group competitions instead of individual competitions as much as possible, and encourage students to carry out "self-competition". This is conducive to making the advanced more advanced, from backward to advanced, and advancing in unity and friendship; It is conducive to preventing bad tendencies such as inferiority, pride and individualism.

Fifth, use external incentives to strengthen learning motivation.

While stimulating students' learning motivation, we should also pay attention to the instability of high learning motivation, which will change according to different situations. Then, after stimulating students' learning motivation, they should strengthen their learning motivation. Using the feedback function of learning results to let students know their learning results will have a considerable incentive effect on learning, because students know their progress and achievements, which can enhance their learning motivation and improve their learning enthusiasm; At the same time, through feedback, we can see our own mistakes and shortcomings, not only know where to work hard, but also stimulate the motivation to overcome difficulties and strive for success.

Teachers correctly evaluate students' learning behavior, and praise and encouragement can stimulate students' learning motivation more than criticism and accusation. Praise and criticism should be targeted according to the specific situation and students' personality. For excellent students, appropriate criticism may be more effective, while for students who have been trained, praise is more meaningful. Encourage and praise students with poor self-confidence, and demand more from students with excessive self-confidence.

In short, there are various ways and means to stimulate students' learning motivation. No matter what kind of teaching methods, teaching means and teaching equipment teachers use in the teaching process, these are all aimed at stimulating students' learning motivation, mobilizing students' learning enthusiasm and improving teaching quality. As long as teachers effectively use the above means to mobilize students' learning enthusiasm, students may learn actively and effectively.