2007年我国在六所部属师范大学恢复了师范生免费教育制度，期间对相关政策进行调整，免费教育更名为公费教育。笔者在日常学习生活以及搜集相关文献过程中发现公费师范生的学习动机有着较大的差异。因此，本研究旨在了解当前公费师范生学习动机现状，并且探究影响公费师范生学习动机的因素。

   在对已有研究文献进行梳理和对公费师范生进行前期调查的基础上，本研究以北京师范大学在读公费师范生为研究对象，从需要、学习兴趣、归因方式、自我效能感、学习目标、学习内容、学校奖惩制度、同学关系、家人期望、学习评价等维度进行了问卷调查研究。

调查结果表明，公费师范生的学习动机水平一般，其内生动机显著高于外生动机。不同性别的公费师范生的内生动机、外生动机以及总体学习动机不具有显著的差异性，女生的学习动机水平略高于男生。在年级方面，随着年级升高，公费师范生的学习动机呈先下降后上升的趋势。在专业方面，不同专业的公费师范生的总体学习动机具有显著差异性。学习兴趣、自我效能感、学习内容、学校奖惩制度、家人期望、同学关系、学习评价都会对公费师范生的内生动机、外生动机以及总体学习动机有显著的影响。公费师范生的需要是其外生动机的影响因素之一。学习目标对公费师范生的内生动机和总体学习动机有显著的影响。归因方式对公费师范生的学习动机没有显著的影响。

    最后，基于公费师范生学习动机现状及其影响因素，为提升公费师范生的学习动机水平，本文从公费师范生、学校、教师、公费师范生家长四个角度提出相应的建议。

From 2007, six normal universities directly under the Ministry of Education began the implementation of free normal education for students. During this period, relevant policies were adjusted. In the course of daily life and the collection of related documents, the author finds that there are large differences in the motivations of tuition-free normal college students. Therefore, the purpose of this study is to understand the current status of learning motivation of tuition-free normal college students and to explore the factors that affect the motivation of them.

On the basis of sorting out the existing research literature and the preliminary investigation of tuition-free normal college students, this study takes Beijing Normal University's tuition-free normal college students as the research object.  Questionnaire research was conducted on dimensions such as learning content, school reward and punishment system, classmate relationships, family expectations, and learning evaluation.

The results of the survey show that the learning motivation level of tuition-free normal college students is average, and their internal vitality is significantly higher than their external vitality. There are no significant differences in internal and external motivations and overall learning motivation of tuition-free normal college students of different genders. Girls ’motivation level is slightly higher than that of boys.  In terms of grades, as grades increase, the learning motivation of tuition-free normal college students tends to decline first and then increase.  In terms of majors, there are significant differences in the overall learning motivation of tuition-free normal college students of different majors. Learning interest, self-efficacy, learning content, school reward and punishment system, family expectations, classmate relationships, and learning evaluation all have a significant impact on the internal and external motivation of tuition-free normal college students, as well as overall learning motivation. The needs of tuition-free normal college students are one of the influencing factors of their vitality. Learning goals have a significant impact on the internal motivation and overall motivation of tuition-free normal college students. The attribution method has no significant effect on the learning motivation of them.

Finally, based on the current situation and influencing factors of learning motivation of tuition-free normal college students, in order to improve the level of learning motivation of tuition-free normal college students, this paper puts forward corresponding suggestions from four perspectives , including tuition-free normal college students, schools, teachers and parents of tuition-free normal college students.