Research On Characteristics And Training Of Motivation Of Chemistry Learning Among Health School Students

Learning motivation is the main reflection of subjective initiative and the corecontents of factors of non-intelligence. It plays a decisive role in students' learningactivities and effect. As a specialized basic course of both theory and practice,Chemistry has to attach great importance to the training of factors of non-intelligencefor the purpose of developing students' potentials, promoting full development oftheir individuality and successfully implementing the quality education. Students inhealth school are diversified in their education background. Due to poor psychologicaland physical quality, they lack learning motivation or express low learning motivationto different extents. Stimulating students' motivation of learning chemistry is criticalin helping them master the elementary knowledge and basic operating skills, whichrequires teachers to pay more attention to students' learning motivation and interestand adjust their teaching in time with the idea of quality education.In the past 10 years, the theoretical frame of the research on learning motivationin China has focused on self-value, self-potency, achievement target, internal/externalmotivation, achievement motivation, cooperation/competition, attribution andexpectation—vale. Among them, less attention has been paid to research intoself-value, internal/external motivation, cooperation/competition and expectation—value. The research into learning motivation has touched a relatively narrow field,lacking research into other correlated disciplines, especially the learning motivation ofstudents in health schools.In the light of problems and insufficiencies existing in the theoretical research onstudents' learning motivation and teaching practice in health schools, on the basis ofanalysis of and reference to the findings in foreign and domestic research, accordingto the characteristics of chemistry and basic properties in chemistry learning, and inaccordance with students composition and characteristics in health schools, students'own characteristics and teachers' instruction method, the present paper aims todiscuss the measures to train and stimulate students' motivation in chemistry learningand specific operating approaches and explore a high-efficient way in organizingteaching and learning so as to provide theoretical and practical basis for teachingreform in health schools, improve teaching quality, train and stimulate students'learning motivation, implement quality education, make teaching benefit teachers aswell as students and provide qualified medical and health talents for the constructionof socialist modernization. The questionnaire is made by considering pedagogical andpsychological knowledge, combining the contents of chemistry with learningcharacteristics of students in health schools, and referring to Investigation andResearch on Motivation of Chemistry Learning on the Part of Juniors by Liu Kewen.I have collected 381 effective questionnaires. The subjects are from health schools,especially the first year students and the investigation involves analysis of the resultsof 94 students. The data are quantitatively handled with SPSS10.0 and EXCEL. Wehave arrived at the following findings:1. The intensity of motivation of chemistry learning among students in healthschools is as follows in ascending order: forced motivation, cognitive motivation,ideal motivation, dependence motivation and self-fulfillment motivation.2. Sex has no remarkable influence on motivation of chemistry learning.3. Self-fulfillment motivation, dependence motivation and ideal motivation haveremarkable influence on academic results in chemistry learning among health schoolstudents.4. Students in health schools have low interest in learning chemistry mainlybecause they do poorly in chemistry in junior high schools, believe that chemistry istoo tough and have inadequate learning method.Based on the investigation, we conduct experiment with teaching among firstyear students in Shandong Health School. Before and after the experiment, weconduct a unified evaluation on motivation and results by means of questionnaires,tests and observation in class and evaluate students' development on the basis ofreasoning. Teaching experiment has demonstrated that students' motivation oflearning is the main factor that influences their chemistry learning. The students in theexperimental classes have made greater progress in chemistry than those in thecontrolled classes. With the rationalization of motivation among students inexperimental classes, they have made steady progress in chemistry learning whilethose in the controlled classes do not show steady improvement in chemistryperformance. Taking measures to train and stimulate students' motivation of learningwill create remarkable influence on chemistry performance among students in healthschools.