Self-regulation Motivation Theories In The Study Of The Application Of The High School Chemistry Problem Solving

The main content of the research is self-regulating motivationtheory in middle school chemistry problem solving application, using thistheory to solve the middle school chemical education problems. Thepaper firstly analyzes the background and significance. And from thefour aspects of self-regulation of motivation theory is reviewed, finallyintroduces the research purpose and the problem to be solved, andintroduces the research methods.Next, to solve the problem from the motivation and strategies andperformance of students autonomy relations perspective, by means ofquestionnaire, investigation of students in middle school chemistry in theprocess of learning initiative and problem solving learning motivationand strategy. The survey found that, students generally Bureau has thevery strong learning motivation, hoping to learn middle schoolchemistry curriculum, and achieved good results. But in the deep layersof the target, the students’ concept is still relatively obscure. What’smore, the learning process and self-adjustment ability of students isrelatively weak. Students generally learn the class; take notes, whileignoring the self study and review after class. In self regulated ability istoo emotional. Touch test, would be too tight and influence play. Whenhis teacher didnt like, or dont like hours, will give up learning.Finally in the third chapter, this article from the self-regulation ofmotivation theory angle, to the front of the results of the survey madesystems analysis. And some suggestions are proposed to improve theinitiative of student learning method. The teaching should not form,make chemical class to become rich and colorful; and strengthenpsychological counseling, to help them establish a good learning habitand method.However the research also has many deficiencies, self-regulation of motivation theory content broad and profound, and in this article onlythe tip of the iceberg. From the perspective of autonomous learningdesign scale, analysis of high school students in chemistry learning inautonomous learning motivation, learning methods and ability toregulate the problem. But the theory without practice support justcastles in the air. In a follow-up study, we can consider from simulatedpractice proceed with, through practical teaching, to find a practicalapproach, the self-regulation of motivation theory to chemistryteaching in middle school. Finally able to improve student achievement,enhancing the learning interest of students, improve students selfregulated ability objective. In addition to improve their ability ofindependent learning and students learning effect is what kind of links,also need further research.