Research On Chemistry Learning Strategies Of Grade Two Students In Senior High Schools

Today teaching the students how to learn and imparting them effective learning strategies have been regarded as the resultful way enhancing the students'study efficiency, decreasing their lessen burden and increasing the teaching quality. It is necessary for the chemistry teachers to pay attention to fostering the students'chemistry learning strategies, which can bring increase in their study efficiency and make them learn how to study. At present, there is little research on chemistry learning strategies and the forgone research is scattered, experiential, theoretical, qualitative and not systemic. Systemic, positive, quantitative and applicable researches are lacking. We discussed the construction, characteristics and the affecting factors of chemistry learning strategies being used by the grade two students in senior high schools in Hohhot, and conducted an investigation among the grade two students in senior high schools on their using of chemistry learning strategies through statistic analysis. We discussed the differences of chemistry learning strategies in three factors: sex, teaching languages and different mark group. Furthermore, we compared the students of Hohhot with the ones of Qufu on their level of using learning strategies. Some suggestions were given according to the conclusions. We adopted the method of questionnaire and interview with 527 of efficient test in research. Through statistic analysis to data and interview to students, we found that the students'level of using chemistry learning strategies from high to low is: attitude and motivation, anxiety, manage of time, volition, choice of point, test, learning tutorship and procession of information. The girl students'level of using chemistry learning strategies is higher than the boy students'. There's obvious difference of sex in learning tutor and volition, in which the girl students'score is higher than the boy students. And the boy students'score is higher than the girl students'in anxiety and choice of point. Obvious difference can be found between the students being taught by Mongolian language and the students being taught by Chinese language in manage of time and procession of information. As a whole, in chemistry learning, the using level of chemistry learning strategies of the students being taught by Mongolian language is little higher than that of the students being taught by Chinese language. There is striking difference among good mark group, average mark group and bad mark group in attitude and motivation, anxiety, manage of time, volition, choice of point, test, learning tutorship and procession of information. There is obvious difference between the students of Hohhot and the ones of Qufu in attitude and motivation, choice of point and manage of time. The difference is very distinct in manage of time. We hope this research can provide the chemistry teachers in high schools with some theoretical gist, make them pay more attention to the importance of chemistry learning strategies, improve their teaching method and maketeaching and learning developing harmoniously. Furthermore, we hope we can help the chemistry teachers in senior high schools achieve their teaching goals more easily and find more effective teaching method under the new course principle.