The reason why students choose vocational colleges is not personal career orientation or hobbies, but because the results of college entrance examination are not enough to enter undergraduate colleges, they are forced to choose vocational colleges. Admission without one's own career orientation will bring three consequences: First, students' orientation deviation affects their learning enthusiasm and lacks intrinsic learning motivation; Second, students' autonomous learning ability is weak. Because of the early learning stage, students' learning style is closer to cramming teaching. Students have been studying passively for the goal of college entrance examination, lacking personal orientation and self-ability in learning direction. Third, students' performance deviation. In score-oriented learning, fewer students are actively encouraged, while more students are defined as poor students, which leads to a blow to students' self-confidence in learning and affects the development of later learning activities. 1

Skinner, a famous American psychologist and behavioral scientist, put forward reinforcement theory, arguing that people or animals will take certain actions to act on the environment in order to achieve a certain goal. When the consequences of this behavior are beneficial to him, this behavior will be repeated in the future; When it is unfavorable, this behavior will weaken or disappear. People can use this positive or negative reinforcement method to influence the consequences of behavior and correct their own behavior. According to this reinforcement theory, if students' learning behavior can be constantly encouraged by teachers through positive reinforcement, or students find that their hard-working behavior can get beneficial consequences, they may study repeatedly; And if students find that their learning can't produce any visible beneficial consequences, their learning behavior will weaken or disappear. The purpose of higher vocational college students' learning lies in vocational ability learning, that is, learning for the purpose of being competent for a certain occupation. In professional activities, it is repetitive and operational. Students must master the skills of work through repeated study and practice, and at the same time, students can gradually cultivate their sense of professional substitution through repeated operations. However, the repetitive training process is boring. If there is not enough positive motivation, it is easy for students to gradually reduce their enthusiasm for learning. The characteristics of this kind of vocational learning are consistent with Skinner's reinforcement theory. In order to stimulate students' learning, especially active and spontaneous learning, it is necessary to carry out repeated positive incentives, gradually guide students to establish their own self-motivation from the inside out, and complete the transformation from external stimulus to internal stimulus. 2 Application In order to effectively motivate students to actively participate in classroom teaching, improve students' learning experience and learning efficiency, and test the role of reinforcement theory in higher vocational colleges, this principle has been gradually applied to classroom teaching in our school, and the following application principles have been adopted in practical application: small step motivation, timely feedback, positive motivation and information feedback. 1) Small step incentive principle: Due to the low starting point of students in higher vocational colleges, excessive project incentives may not be completed, or they may not get corresponding incentives. Therefore, the first principle to be applied is the small step motivation principle, which decomposes students' learning projects into very small projects, which is very procedural and operable and can motivate students. The completion of every tiny project needs to encourage students' participation and practice. Through continuous incentive mechanism, every tiny progress of students will be paid attention to and encouraged. 2) The principle of timely feedback, students' progress behavior may be small or short-lived, and many times it is probably just an epiphany process. For example, the process of students participating in discussion and presentation in class is very short and small. Without timely feedback, the process of students' participation has passed and may gradually fade away; The same is true of students' homework, which must be corrected and pointed out in time, revised and improved; If there is no feedback or the feedback is not timely, the incentive effect will become low, or even close to no effect. 3) The principle of positive motivation, in terms of students' performance, using positive motivation as much as possible and using reverse motivation cautiously may dampen students' enthusiasm for learning and participation; Especially in the past teaching, students received too much reverse motivation, which led to serious side effects of reverse motivation, serious reverse psychology and low initiative of students. Therefore, reverse motivation is rarely used in student motivation. If students fail to complete the relevant operations and homework, they should try not to dampen students' enthusiasm and not to motivate students in a wide range of situations. 4) The principle of information feedback takes students' learning motivation as an intuitive way of information feedback. For example, students' rewards, usual accumulation and other items are all collected by wallpaper. Date: 20 16- 12-25 Fund Project: Hainan Higher Education Teaching Reform Research Project: Exploration of Double-subject and Double-tutorial System in Higher Vocational Colleges Based on Credit System.