Study On The Current Situation And Impact Factors Of Chemistry Academic Motivation Of The High School Students

To promote students to get comprehensive, personalized, and sustainable development is one of the basic ideas of the new chemistry curriculum reform, but widespread weariness in the high school has seriously hindered the development of students, so to train and inspire the chemistry academic motivation of students effectively has become an important task for every chemical educator. But the existing research on chemistry academic motivation is actually unable to provide the reliable theory base, not only because the research on chemistry academic motivation falls behind by far the research on general academic motivation, but because with the social rapid development, the objective and subjective conditions for students to learn constantly change, and the impact factors of the chemistry academic motivation emerge new features. If we can not take full advantage of the current situation and influence factors on chemistry academic motivation, then to train and motivate chemistry academic motivation of the students will lack reliable theory base. Therefore, we ,based on the related theories ,will construct questionnaire on chemistry academic motivation, investigate the middle school students' chemistry academic motivation under the new curriculum background ,and analyze its' the level and the intensity in detail; we ,based on the related theories ,will construct questionnaire on chemistry academic motivation impact factors , and diagnose the nature and degree which each factor influence chemistry academic motivation .The research has used the academic motivation classification uniquely recognized by the psychologists at present, that is to say, the academic motivation is divided into intrinsic motivation and extrinsic motivation, and then, according to their own characteristics, we construct questionnaire on chemistry academic motivation. when we construct questionnaire on chemistry academic motivation impact factors , first, We synthesize many kinds of theories on the academic motivation influence factor. Secondly, according to the mental measurement's principle and our existing research condition, we determine four influence factors: the self- efficacy, the attribution of success and failure, the student-teacher relationship and the values. Finally, with the characteristics of chemistry, we construct items for each influence factor .After the questionnaire is initially measures and the revision, it is officially christened.In order to fully describe the chemistry academic motivation present situation of the high school students, firstly, with the method of paired samples t-test, we analyze the intensity and the level on chemistry academic motivation of high school students. secondly, with the method of multivariate analysis of variance, we describe the high school students' differences in gender, grade, different chemistry academic record, key senior high school and ordinary high school。To thoroughly study the nature and the degree which each influence factor influence chemistry academic motivation, with the method of path analysis, we get path analysis chart which four factors influence chemistry academic motivation,intrinsic motivation and extrinsic motivation. The study shows as following:(1)At present, the middle school students have high-intensitive and high-level, and their dominant chemistry academic motivation is intrinsic motivation.(2)In regard to the middle school chemistry academic motivation, on the whole, the difference is significant between boys and girls, between excellent and poor students, between different grades.(3)In regard to the average scores of chemistry academic intrinsic motivation, boys' is significantly higher than girls'; gifted students' is significantly higher than middling students', middling students' is significantly higher than poor students'; middle school Grade 3 students' is significantly higher than high school students', high school Sophomore' is significantly higher than high school seniors'; ordinary high school students' is slightly higher than key senior high school students'. In regard to the average scores of chemistry academic extrinsic motivation, girls' is slightly higher than boys'; poor students' is significantly higher than gifted students' and slightly higher than middling students'; middle school Grade 3 students', high school junior', high school Sophomore',high school seniors' orderly decreases; ordinary high school students' is slightly higher than key senior high school students'.(4)The attribution of chemical success and failure, the self-efficacy, and the values have a positive influence on chemistry academic intrinsic motivation, but their influence orderly decreases; the attribution of chemical success and failure, the student-teacher relationship have a positive influence on chemistry academic intrinsic motivation, but their influence orderly decreases; These four influencing factors influence and promote mutually.After discussing and analyzing these above conclusions, we put forward some pointed countermeasures: expedite the educational reforms, improve chemistry academic motivation of the high school students; change the concepts of education and culture in a practical way, raise and stimulate female students' chemistry academic motivation; follow the law of high school students' law of somatopsychic development, put forward innovative strategies to raise and stimulate students' chemistry academic motivation; try to rise students' chemical academic record,promote middling students optimize and poor students convert; try to alleviate the students' pressure, promote the comprehensive development of the students; make overall plans and take all factors into consideration, enhance the high school students' chemistry academic motivation all sidedly.This study is a diagnosis on chemistry academic motivation of the high school students under the new curriculum background, and a systematic and in-depth study about some manageable and adjustable impact factors of chemistry academic motivation of the high school students. Our research conclusions not only enrich and expand the theories of motivation, but also provide a reliable theoretical basis for chemistry teachers to train and motivate chemistry academic motivation.