A Practice Research On The Cultivation Of First-year High School Students’Positive Qualities In Chemistry Learning

With the construction of the learning-oriented society,education should not only be engaged to deliver and store knowledge, but also teach students to learn methods to seek and acquire knowledge so that they may have positive qualities such as autonomous initiative, creativity and social responsibility and so on. Based on this concept, we use positive psychology as a theoretical foundation to conduct a practice research on the cultivation of first-year high school students’positivequalities in chemistry learning.This study takes" balancing and the growing point of positive chemistry learning qualities of first-year high school students" and the construction of "model and strategy of positive learning qualities of first-year high school students’chemistry learning" as the main content, and has carried out a teaching practice research on the first-year students in Guilin No.4high school for one year.This research uses different methods such as literature study, survey research, interview and teaching practice methods, and it is based on theoriesof learning helplessness and positive psychology. Through analyzing the issue from both international and domestic dimensions and taking its features and functions into consideration, the study puts forward the dimensions, features and functions ofpositive qualities in chemistry learning and designs a questionnaire to investigate first-year high school students’positive learning qualities in chemistry learning. Based on the research result and the combination of the intelligence, psychological characteristicsof first-year high school students and features of high school chemistry teaching, the study has constructed the "model and strategy of cultivatingfirst-year high school students’positive qualities in chemistry learning" and tested the model and strategy in the teaching practice. With specific research data, the study results in preliminary conclusions about "cultivatingfirst-year high school students’positive qualities in chemistry learning".1.To prove the effectiveness and practicality of the "strategy modelof cultivating first-year high school students’positive qualities in chemistry learning" with teaching experiments. (1) Insisting on the notion that the bestgrowing point of cultivatingstudents’positive qualities in chemistry learning is "ego-enhancement drive", and the best balancing point is "thorough reflection"reflection.(2) Insisting on assigning students to write learning reflection once or twicea week, and after2months, it can befound that:Reflection contentgradually changes from superficialto deep understanding, fromemotional and behavioral reflection to academic learning exploration; from passive to positive attitude. This strategy greatly contributes to cultivating positive qualities in chemistry learning.(3) Adhering to the practice that teachers act as demonstrative, reminding or beforehand organizer and provide students with learning guidance, such as providing knowledge-structurized methods(such as condensed memory methods of concept maps, mind maps and flow charts), concept-instrumentalized methods (such as learning the knowledge of chemical elements and compounds through the principle of reduction reactions and ion reaction)and so forth, and after about a semester (4-5months), it is found that most students have learned similar approaches.(4) Adhering to experiment-oriented exploratory classroom teaching and arranging students to conduct an experimental exploration every month, and after4-5months, it is found that students’experiment-performing ability and exploratory consciousness have improved considerably.(5) Insist on promoting students’ qualities by strengthening positive behaviors and after about one academic year (10-11months), it is found that students’ability in questioning, doubting, learning and exploring have improved considerably.(6) Insist on taking cultural educating as the highest strategy to cultivate first-year high school students’positive qualities in chemistry learning, such as arrangingthese students to attend academic exchange programs with college students, postgraduate students, university professors and subject experts or encouragingteacher-student and student-student academic discussions.2.Cultivating"positive qualities in chemistry learning" for first-year high school students is beneficial to promote students’development in inner learning motivation and improve learning effectiveness and cognitive ability.The pre-test performance of the experimental class and that of the referenced class are quite similar to each other, while after a semester, the while-test achievement is insignificant, but the P-value has become smaller, and the difference has become gradually significant(pre-test:P=0.232, while-test:P=0.087); and after a year, the post-test scores of the two classes have become significantly different P=0.029<0.05). 3.Cultivating students’"positive qualities in chemistry learning" is conducive to improving students’subjective happiness in chemistry leaming.The post-test questionnaire shows that more than half of the students consider chemistry learning as a funny thing, so that only2out of39students choose Arts as their major in the high school subject-oriented division program which indirectly indicates that the tested students’subjective happiness in chemistry learning has improved.4.Cultivating "positive qualities in chemistry learning"during the first year in high school is beneficial to fostering students personalities. For example, teachers adhere to "sowing the seeds of love and gratitude" so as to provide students with positive energy and build up an amiable and warm teacher-student relationship.With limited time and ability, the conclusions of the study is still waiting for further test and improvement.