The Research On High School Chemistry Classroom Goal Structures And Students' Goal Orientation And Intervention Research

In many areas of psychology, the research of achievement motivation has always been a hot issues, achievement goal theory is the research that include motivation and cognition. Achievement goal theory include two aspects that achievement goal orientation and classroom goal structure. Achievement goal orientation is the reason for individual's pursuit of mission success, is individual's inherent cognitive orientation on the task, not merely a task goal. The target is generally divided into three dimensions which are mastery goal, performance approach goal and performance avoidance goal. The students who dominate different goal orientation will show differences in their learning behavior, learning strategy, the attribution of learning as well as the emotional state, and it will affect the performance of a given task. It's generally believed that mastery goal orientation lead to adaptive mode, have a lasting impetus and promote students to achieve greater success.We can lead individual's achievement goal orientation by changing the atmosphere. Classroom goal structure is a kind of classroom motivation atmosphere, emphasis on some kind of achievement goal in classroom teaching environment. Classroom goal structure divides into two dimensions of classroom mastery goal and classroom performance goal. Students'perception of the classroom goal structure will affect their achievement goal orientation.In this study, the questionnaires were set out to the students in 3 grades and 12 classes from Hunan Normal University's affiliated high school and the fourth experiment Senior High School of Taiyuan. All the date were analyzed by the software of SPSS11.5, look into the differences of students that come from different schools, different grades and be of different gender in learning chemistry achievement goal orientation, understand the relationship between classroom target structure and achievement goal orientation that is perceived by students. Interview some teachers and students, to further understand classroom structural factors that influent their goal orientation. Bring forward targeted teaching intervention strategy that is combined with literature studies. Carry on teaching intervention experiments that are guided by targeted strategies in two different but parallel class from grade lof the fourth experiment Senior High School of Taiyuan, one as the experimental class, the other as the control class, experimental class teachers will teach chemistry with specific intervention strategies, control class chemistry teachers based on the original method of teaching The results show that:(1) Classroom goal structure is an important factor that affects student achievement goal orientation. If the students feel grasping of the task and individual effort is stressed by classroom environment, the individual will prefer to master goal orientation; if students perceived comparison of achievements and ability that is stressed by classroom environment, it is easy to form closer to performance or achievements to avoid goal orientation. (2)There are significant differences in the classroom goal structure of the two dimensions between the two schools. The differences of state that goal orientation is mastered by students from two schools are obvious.(3)Achievement goal orientation and perceived classroom goal structure of students from different grades are different. Strength of goal orientation that is mastered by students with higher grade continuously reduces, but performance avoiding goal orientation with the higher grade grows.(4)Male and female students have no significant difference in perceived classroom goal. There was also no significant difference in mastery goal orientation and performance approach goal orientation between boys and girls, but apparent difference in performance avoiding goal orientation, girls more than boys uses the performance avoidance goal orientation.(5)When the intervention had been carried on, mastery goal orientation and performance approach goal orientation of the experimental class students were significantly enhanced, but performance avoiding goal orientation significantly decreased. It illustrates that teaching intervention strategies have some affection.