动机是个体的行为的原因，是指激发、引导、维持并使行为的指向为特定目的的一种力量。调动高中生的历史学习动机可以激发学生学习历史的热情和兴趣，促使学生热爱历史，维持和调节学生学习历史的学习状态；还可以对学生进行有效导向，实现国家教学目标和理念，培养学生良好的心理素质和健全人格，使学生能够成为自我调节、自我激励、自我成长、乐学和会学的终生学习者。教师掌握历史学习动机的相关理论，可以改善自身条件，促进教师的成长和发展，同时还可以通过提供良好的教学环境来提升教学效率和质量。但博罗县城只有1/3左右的高中学生对历史很感兴趣，课余多关注历史的学生也不足一半，历史的学习氛围令人堪忧，学生学习历史的动机受到应试教育的严重影响，在调查中还发现教师对学生历史学习动机的影响非常有限。如何解决这些问题，这是本文重点讨论的问题。本文从新课标和调查结果出发，着重从教师的角度探讨解决学生历史学习动机不高的问题。提高学生的历史学习动机教师首先要研究学生：研究学生的心理特点，从个体心理的基本特点着手寻找解决之道；研究学生的需要，利用观察法、调查法、谈话法等方法了解学生对历史知识的需要类型，对课堂需要的类型，对教师需要的类型，对情感的需要类型，依据学生需要的类型对教学做出调整，同时也要引导学生的需要，使学生的需要成为激发历史学习动机最为深厚的动力。然后，教师要提高自身素质如提高自身动机水平，提升亲和力，提高教学语言艺术水平，丰富知识储备，改善课堂环境等手段来提升学生的历史学习动机。最后，教师还要在环境许可的范围内改进教学评价体系，使学生从单纯的应试教育走出来，轻松愉快的学习历史，同时获得终身学习历史的兴趣和能力。

The motivation is an individual behavior, to inspire, guide, and maintain the power for a specific purpose and behavior. Mobilizing the history of the high school students learning motivation can inspire enthusiasm and interest of students to learn history, prompting the students to love history, maintain and regulate the students to learn the history of learning state; effective guide students to achieve the national teaching goals and philosophy, students good mental quality and sound personality, so that students can become self-regulation, self-motivation, self-growth, happiness and lifelong learners. Teachers grasping the historical motivation theory, to improve their own conditions to promote the growth and development of the teachers, and also to enhance the efficiency and quality of teaching can provide a good teaching environment factors. About only 1/3 of Boluo county's high school students are interested in history. Less than half student s are willing to spare more attention to the history and the historical atmosphere of learning is more unsatisfactory. Students learn the history of the motive severely affected by the examination-oriented education,Teachers in the survey are also found that very limited impact on the history of motivation. How to solve these problems？This is the focus of the paper.This article is from the new curriculum and the survey results, the focus from the teachers’ point of view to explore solutions for the high status of students' historical motivation. First, teachers should study students, especially, their psychological characteristics. Type of use of observation, investigation, conversation and other methods will to help us to understand the needs of the students of historical knowledge，for example, type needs of the classroom, teachers need to type and the type of emotional needs for teaching based on the type of students need to make adjustments, also guide to the needs of students. Students need will to become the most profound power to inspire the historical motivation. Finally, teachers must improve teaching evaluation system within the scope of the environmental permitting students to come out from the examination-oriented education, pleasant learning history, hobbies and capacity for lifelong learning history at the same time.