The so-called law of management is a management thought formed through continuous exploration and summary in the long process of practice. The theories and methods it expounds can not only be applied to specific environments, but also can be applied to various fields. It is because of this characteristic of the law of management that it has become an integral part of today's management. Teaching motivation must pay attention to ways and methods.
American psychologist overstreet once said: "the action of human beings comes from the psychological need. So the best way to impress someone is first to arouse a strong need in their heart. Inner need refers to a deep desire hidden in people's heart. Once the right motivation is met, the desire will turn into motivation and be put into action. In the teaching process, paying attention to students' inner needs should be paid attention to students' interests. Interest can bring students not only the lasting and eternal motivation, but also the fulcrum to realize their dreams and create the future. The inner need is the foundation of interest, and interest is the extension of the inner need. If the knowledge only stays on the surface, then it can only be a means to achieve a certain goal, and cannot become the food of spiritual civilization. Therefore, teaching should start with students' internal needs and achieve the goal of internal and external unity.
Motivation must have certain directivity. Motivation without purpose is not going to do its best. Frum's theory of expectations suggests that people are motivated effectively only if they anticipate that their actions will achieve a certain goal. Helping students to establish their own learning goals is an important part of teaching motivation. Give students the right to customize goals or participate in the formulation of goals. The process of "formulation - implementation - realization" will enable students to realize the true meaning of goals. Goal motivation should not always focus on the content or achievement of the goal, but should pay more attention to the process of generation, in order to truly achieve its role of "without lifting the whip and stirring up the hoof"#p#分页标题#e#
Also known by management scientists as the "economics of love," respect incentives don't require money to be invested, but can be produced by injecting emotional factors such as recognition and concern. Now more emphasis on "respect others", "respect the old and love the young", but neglected "to want others to respect, first should respect themselves". Therefore, students must learn to respect themselves in the teaching process. Under the premise of self-esteem, people can respect others better and gain more respect from others. The cultivation of "self-esteem" is self-motivation. "Self-esteem" and "respect for others" are both ways to create a sense of accomplishment and self-confidence. However, "respect for others" is more dependent on external forces, while self-esteem is self-satisfaction and trust, which is just like internal and external motivation in learning motivation. Intrinsic motivation is fundamental and extrinsic motivation is auxiliary. Teaching motivation should tie "self-esteem" to respect motivation to help students achieve better self-development, thus promoting the development of teaching work.
Sociologists believe that the operation of a society must be lubricated by the basic trust between people. Otherwise, society cannot function normally. Trust can lead to many accessories that make people feel safe, confident and passionate. This means that in the teaching process, students should pay attention to the ability of self-management, give full trust and affirmation, and involve students in proper ways, so that they can truly become masters of learning. In modern enterprises, leaders should pay attention to the "authorization" of employees and advocate the "contingency" of teachers in teaching. The transfer of power can turn students from passive executors into active participants, which is beneficial to the development of students' judgment and decision-making ability and helps to cultivate their initiative, independence and creativity. Trust can not only promote the development of students' individual ability, but also form a good class atmosphere. If students can swim in the ocean of trust, even if the vast sea of learning, will eventually reach the shore of victory.
James, a psychologist, once said, "there is no emotion so strong as the desire to be valued." In an environment where people are not valued and are not motivated, people tend to be influenced by negative information and make low comments on themselves. In an environment of trust and appreciation, people are more likely to be inspired and encouraged, and to act positively and achieve results. In teaching, we should not skimp on the use of praise. We should strengthen students' strengths and weaken their weaknesses. Over time, we will surely achieve the desired effect. When dealing with students, many teachers tend to focus only on grades or studies and ignore other "shining points", which bring deep hurt and trouble to students. Rodin once said, "life is not lack of beauty, but the lack of eyes to discover beauty." Everyone has his merits. Therefore, when we want to change others, we should first think of praise. Even if there is only a little progress, we should also praise it. Only in this way can we make greater progress.#p#分页标题#e#
As a means of motivation, rewards can motivate people to improve themselves. It's a universal psychology that anyone wants to be recognized by others or society, and getting a reward is an effective way to be recognized. For teaching, the rewards provide a pleasant atmosphere in which students' emotions are heightened by material or spiritual rewards. However, if the learning activity itself has aroused the interest of students, rewarding students at this time will not only fail to play its role, but also backfire. Frequent use of rewards can lead students to regard rewards as the purpose of learning, leading to deviation of learning behavior and only paying attention to the current ranking and prizes. Therefore, in the process of teaching, special attention should be paid to the proper use of rewards rather than regarding rewards as the only means of motivation. Although "there will be a brave husband under the reward", the interest aroused by such external stimulation is not likely to last. Suhomlinsky once said, "if you only hope to stimulate the interest of students with visible stimulation, you will never develop a true love of mental work." Rewards can only serve as an auxiliary tool for "intrinsic success," providing opportunities for students to give full play to their talents and self-worth far more effectively than rewards.
Psychological research proves that competition is an effective means to arouse individual potential. In the process of competition, as the individual's motivation to gain self-esteem and achievement is strengthened and accompanied by the attitude of not being left behind, these factors urge the emotion and thought to be hyperactive at the same time, enabling the individual to release more energy when facing challenges, so as to achieve the goal. To some extent, external pressure is an important incentive to motivate people, but learning should start from self-challenge instead of external stimulation. In the teaching process, there are many artificial competitive factors. The intense competition between students and classes, classes and classes, can largely motivate students to work hard. However, the motivation caused by external factors, without the resonance of individual internal factors, cannot really play the role of motivation. For students, real competition should be a challenge from the inside out. The aim of competitive motivation is to take own deficiency as reference, perfect development as target, constantly strengthen and improve, and overcome own weakness.
In both maslow and Peter's "hierarchy of needs", "self-actualization" is mentioned. As the highest stage of life needs, it means that individuals need to experience self-achievement. Studies have shown that individuals who are fulfilled are often in a state of satisfaction and pleasure, with high levels of self-confidence, motivation, creativity, and productivity, and easy to achieve results. Therefore, in the teaching process, achievement motivation should attach importance to the cultivation and acquisition of individual achievement, so as to improve learning efficiency and inspire learning enthusiasm. The acquisition of the sense of achievement requires the reasonable design of teaching content. Too high a goal or too detailed content will cause students to be bored or feel inferior before they start learning. Once the sense of learning effectiveness decreases, students' learning enthusiasm will be affected. In the long run, students will not taste success, but will become less and less confident, and finally give up learning. Therefore, choosing appropriate learning methods for students and how to present the teaching content reasonably have become a serious problem for teachers in their teaching work. Everyone wants to succeed, and learning should give everyone the opportunity. Only in this way can students form a correct understanding of learning and achieve remarkable results.#p#分页标题#e#
At present, there are still many problems and shortcomings in the application of teaching motivation. How to perfect these shortcomings requires us to start from the theoretical aspect, study the root of their production seriously, and further improve and consolidate them in practice. To view teaching motivation with the help of the classic law of management is to interpret the essence behind it in more detail from different perspectives, so as to provide a comprehensive and scientific framework for practical teaching encouragement and set up a correct idea, so as to make teaching develop towards the direction of "students' music and teachers' music".