Chemistry Learning In Middle School Students Attribution

Chemistry learning attribution of positive or not may directly affect the middle schoolstudents’ chemistry learning interest, habits, and performance. And the results of theresearch pointed that the reason of many middle school students lose their positive learningmotivation because of incorrect chemical learning attribution and lead to non-ideal result,the worst thing is many students lose their confidence because of less scientific guide andlead them lose confidence completely.The significance of this study is revealing attributioncharacteristics of junior middle school students in chemistry learning through theinvestigation and study, and according to the characteristics of education, changing theconcept of the inherent pattern, explore new education management method, guidestudents through the attribution training improve attribution way, improve the self-efficacy.For this research, through the practical investigation and analysis research, focuses on theanalysis of the situation and the corresponding countermeasures. It plays an important roleto effectively promote the students mental health growth for better implementingquality-oriented education will also had a profound impact.This research used questionnaire according to Shandong Normal University’s masterof education Chen Yuyi reference professor Sun Yuming established and standardized《middle school students scale into a academic attribution》. We choose300junior highschool9th grade students from city’s school and country’s school and240more studentsfrom author’s working school (This240students start parent-child reading, Chineseclassic recitation, Chinese and foreign classics, teachers and students reading the samebook together training from1th grade, so we can compare with that who did not receivesystematic training of students’ study, to explore the reading’s theory significance in thestudy of attribution) totally5409th grade junior middle school students as researchobject,using the questionnaire method and interview method, to discusses the currentsituation of junior middle school students’ chemistry learning attribution. We get thefollowing conclusion by investigation, analysis and thinking:（1）Most of the junior middle school students whether chemical learning good or not,first of all, for external attribution, secondly to make internal attribution. However, thosewho got systematically reading trained students, with good reading habits, regardless ofchemical academic success or not, first of all, they do internal attribution first, and then dothe external attribution. （2）There are no big difference in chemical academic attribution between city’sstudents and country’s students.（3）Outstanding junior school students’academic level is better than un-outstandingstudents in chemical academic attribution.Junior school male students’ academic level is better than female students in chemicalacademic attribution.According to the above research results, based on chemistry teaching, the authorproposed three aspects of chemical learning about how to improve the attribution of thestrategy for the junior middle school students.(1) Taught by some learning methods and strategies, examples of peer influence,hierarchical teaching for each level of students can succeed in chemistry learningexperience and other methods to improve learning difficulties students attribution way;(2) Double gender education leads students to foster strengths and circumventweaknesses, ensure the students had more actively for attribution way.(3) Improve students’attribution by reading.