Research On Contrast Of Junior High School Students' Different Attitudes Toward Chemistry And Cultivating Strategy

China promulgated the "Basic Education Curriculum Reform Program (Trial) in June 2001.""Program" made six specific objectives, the primary objective was the change of curriculum function. "Program" pointed out that changing the course's tendency of too much emphasis on imparting knowledge, emphasizing the formation of a active "learning attitude", so that the process of acquiring basic knowledge and basic skills becomes the process of learning to learn and forming correct values at the same time. Therefore, the cultivating of students' active "learning attitude" train is particularly important.In this paper, the author makes scientific analysis of the content, the structure, the type, the impact factors, and the cultivating principles about "learning attitude" based on the theory of "learning attitude". In close combination with the subject characteristics of chemistry and the actual situation in current junior high school chemistry teaching, this paper uses questionnaire, interview, SPSS data statistics and so on to study the situation of students'"learning attitude" in current junior high school. The students come from different areas (urban and rural) and they are with different genders (boys and girls). In the end, the author compares and analyzes the study results systematically. The scientific and rational countermeasures and teaching suggestions were made too.The questionnaire used in this study is self-designed questionnaire. The questionnaire make the three components of learning attitude as the three questionnaire dimensions based on the relevant theory of "learning attitude", the practical teaching of chemistry and the specific circumstances. They are "emotional experience", "cognitive level" and "behavioral intention" The two dimensions of "emotional experience" and "cognitive level" are both divided into two categories with indicators of chemical knowledge, which are "Chemical theory" and "Chemistry experiment" The dimension of "behavioral intention" is divided into four categories in the combination of indicators of chemical knowledge and the current measurement and evaluation methods (exams and non-exam) They are "The behavioral tendencies of theoretical examination", "The behavioral tendencies of theoretical non-examination", "The behavioral tendencies of experiment examination", "The behavioral tendencies of experiment non-examination". Therefore, the questionnaire used in this study designs a total of three dimensions, eight indicators. And the indicators were divided into 32 projects.The author hopes that through this study, the majority of teachers can enhance their understanding of "learning attitude" and mix the understanding and the current status of students' attitude together to benefit the cultivating of students'"learning attitude" and to further improve the students'learning attitude. So as to enhance students'ability of grasping, determining, analyzing and synthesizing the knowledge of chemistry.